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Record W2599685465 · doi:10.20381/ruor-16282

Detecting DIF in polytomous items: An empirical comparison of the ordinal logistic regression, logistic discriminant function analysis, Mantel, and Generalized Mantel-Haenszel procedures.

2001· dissertation· en· W2599685465 on OpenAlexvenueno aff
Elizabeth Kristjansson

Bibliographic record

VenueLibrary and Archives Canada (Government of Canada) · 2001
Typedissertation
Languageen
FieldDecision Sciences
TopicMulti-Criteria Decision Making
Canadian institutionsnot available
Fundersnot available
KeywordsPolytomous Rasch modelLogistic regressionDiscriminant function analysisOrdered logitStatisticsOrdinal regressionMathematicsEconometricsOrdinal dataLinear discriminant analysisItem response theoryPsychometrics

Abstract

fetched live from OpenAlex

This study had four main objectives and two minor objectives: (1) To compare the Type I Error rates of four analytic techniques: the Mantel, Generalized Mantel-Haenszel (GMH), Logistic Discriminant Function Analysis (LDFA), and Ordinal Logistic Regression (OLR) procedures when there was no DIF in items. It was hypothesized that the procedures would differ little in their Type I Error rates, but that the OLR would have relatively the lowest Type I Error rates. (2) To compare the power of the Mantel, GMH, LDFA, and OLR for detecting uniform and nonuniform DIF in polytomous items. It was hypothesized that the Mantel would have the highest power for uniform DIF, but that it would not be useful for detecting nonuniform DIF. The GMH, OLR and LDFA were expected to display high power for nonuniform DIF. (3) To learn whether discrimination of the studied item, reference and focal group ability difference, sample size ratio between reference and focal group, and skewness would affect the performance of the four DIF detection procedures. It was hypothesized that differences in group ability distributions would result in increased Type I Error when item discrimination was high, and that differences in sample size ratio would lower power. (4) To determine whether adding a measure of effect size would reduce Type I Error. It was hypothesized that including effect size in the decision rule would reduce Type I Error for all procedures, and that it would also result in slightly lower power. (5) To compare Type I Error of the LDFA and OLR in classifying DIF as uniform when it was nonuniform and (6) To compare the Type I Error of the LDFA and OLR in classifying DIF as nonuniform when it was uniform. (Abstract shortened by UMI.)

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesMeta-epidemiology (narrow)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: Observational
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.363
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0000.001
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0010.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

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.

Opus teacher head0.071
GPT teacher head0.340
Teacher spread0.269 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designObservational
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations2
Published2001
Admission routes1
Has abstractyes

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