Item Bias

1999 ◽  
pp. 220-234 ◽  
Author(s):  
J.D. Scheuneman ◽  
C.A. Bleistein
Keyword(s):  
Item Bias

Item Bias Analysis of the Young Schema-Questionnaire for Psychopathology, Gender, and Educational Level

2011 ◽  
Vol 27 (1) ◽  
pp. 65-70 ◽  
Author(s):  
Marleen M. Rijkeboer ◽  
Huub van den Bergh ◽  
Jan van den Bout
Keyword(s):  
Educational Level ◽  
Cross Validation ◽  
Item Bias ◽  
Response Patterns ◽  
Dutch Population ◽  
Bias Analysis ◽  
Young Schema Questionnaire ◽  
Item Functioning ◽  
Item Level ◽  
Schema Questionnaire

This study examines the construct validity of the Young Schema-Questionnaire at the item level in a Dutch population. Possible bias of items in relation to the presence or absence of psychopathology, gender, and educational level was analyzed, using a cross-validation design. None of the items of the YSQ exhibited differential item functioning (DIF) for gender, and only one item showed DIF for educational level. Furthermore, item bias analysis did not identify DIF for the presence or absence of psychopathology in as much as 195 of the 205 items comprising the YSQ. Ten items, however, spread over the questionnaire, were found to yield relatively inconsistent response patterns for patients and nonclinical participants.

Three Conceptual Impediments to Developing Scale Theory for Formative Scales

Methodology ◽  
2018 ◽  
Vol 14 (4) ◽  
pp. 156-164 ◽  
Author(s):  
Keith A. Markus
Keyword(s):  
Scale Development ◽  
Item Analysis ◽  
Model Fitting ◽  
Item Bias ◽  
Validity Evidence ◽  
Scale Theory ◽  
Underlying Theory ◽  
Standard Scale ◽  
Item Scores

Abstract. Bollen and colleagues have advocated the use of formative scales despite the fact that formative scales lack an adequate underlying theory to guide development or validation such as that which underlies reflective scales. Three conceptual impediments impede the development of such theory: the redefinition of measurement restricted to the context of model fitting, the inscrutable notion of conceptual unity, and a systematic conflation of item scores with attributes. Setting aside these impediments opens the door to progress in developing the needed theory to support formative scale use. A broader perspective facilitates consideration of standard scale development concerns as applied to formative scales including scale development, item analysis, reliability, and item bias. While formative scales require a different pattern of emphasis, all five of the traditional sources of validity evidence apply to formative scales. Responsible use of formative scales requires greater attention to developing the requisite underlying theory.

Do differences between individuals who are healthy weight or overweight on self-report measures of disinhibited eating and restrained eating reflect reality or item “bias”?

2020 ◽  
Vol 32 (6) ◽  
pp. 553-567
Author(s):  
Kelsie T. Forbush ◽  
Q. Chelsea Song ◽  
Louis Tay ◽  
Sara R. Gould ◽  
Danielle A. N. Chapa ◽  
...  
Keyword(s):  
Self Report ◽  
Restrained Eating ◽  
Item Bias ◽  
Healthy Weight ◽  
Disinhibited Eating

Item bias in self-reported functional ability among 75-year-old men and women in three Nordic localities

1996 ◽  
Vol 24 (3) ◽  
pp. 206-217 ◽  
Author(s):  
Kirsten Avlund ◽  
Pertti Era ◽  
Michael Davidsen ◽  
Ingrid Gause-Nilsson
Keyword(s):  
Functional Ability ◽  
Item Bias ◽  
Men And Women ◽  
Old Men

Cognitive Assessment in Education in a Multicultural Society

1995 ◽  
Vol 11 (3) ◽  
pp. 158-169 ◽  
Author(s):  
Michelle Helms-Lorenz ◽  
Fons J. R. Van de Vijver
Keyword(s):  
Cultural Values ◽  
Test Scores ◽  
Cognitive Assessment ◽  
Empirical Studies ◽  
School Achievement ◽  
Intelligence Tests ◽  
Item Bias ◽  
Cognitive Tests ◽  
Multicultural Society ◽  
Verbal Skills

The question is raised whether instruments used for cognitive assessment in educational settings such as school achievement tests and intelligence tests are adequate for a multicultural society. Empirical studies often show that migrant pupils score consistently lower on these tests than native pupils. Various factors are discussed that can challenge the equivalence (and hence, the comparability) of the test scores obtained in these groups such as intergroup differences in verbal skills, in cultural values and norms, and in test-wiseness. Commonly applied remedies to enhance the suitability of cognitive tests are discussed: adaptation of existing tests, the use of different norms, statistical and linguistic procedures to correct for item bias, and the development of new tests. Conclusions and implications are discussed.

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