Multidimensional Extension of Multiple Indicators Multiple Causes Models to Detect DIF
Why this work is in the frame
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Bibliographic record
Abstract
A number of studies have found multiple indicators multiple causes (MIMIC) models to be an effective tool in detecting uniform differential item functioning (DIF) for individual items and item bundles. A recently developed MIMIC-interaction model is capable of detecting both uniform and nonuniform DIF in the unidimensional item response theory (IRT) framework. The goal of the current study is to extend the MIMIC-interaction model for detecting DIF in the context of multidimensional IRT modelling and examine the performance of the multidimensional MIMIC-interaction model under various simulation conditions with respect to Type I error and power rates. Simulation conditions include DIF pattern and magnitude, test length, correlation between latent traits, sample size, and latent mean differences between focal and reference groups. The results of this study indicate that power rates of the multidimensional MIMIC-interaction model under uniform DIF conditions were higher than those of nonuniform DIF conditions. When anchor item length and sample size increased, power for detecting DIF increased. Also, the equal latent mean condition tended to produce higher power rates than the different mean condition. Although the multidimensional MIMIC-interaction model was found to be a reasonably useful tool for identifying uniform DIF, the performance of the model in detecting nonuniform DIF appeared to be questionable.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it