Differential item functioning (DIF) can lead to an unfair advantage or disadvantage for certain subgroups in educational and psychological testing. Therefore, a variety of statistical methods has been suggested for detecting DIF in the Rasch model. Most of these methods are designed for the...

Measuring continuous change or growth in individual students' academic abilities over time currently uses several statistical models or transformations to move from data representing a student's correct or incorrect responses on individual test items to inferences about the form and quantity of...

Recently, researchers have reformulated Item Response Theory (IRT) models into multilevel models to evaluate clustered data appropriately. Using a multilevel model to obtain item difficulty and person ability parameter estimates that correspond directly with IRT models’ parameters is often...

Item Response Theory (IRT) models are the basis of modern educational measurement. In order to increase testing efficiency, modern tests make ample use of groups of questions associated with a single stimulus (testlets). This violates the IRT assumption of local independence. However, a set of...