The Investigation of The Differential Item Functions of The 2012 High School Entrance Exam Mathematics Test Based On The G-DINA Model

Abstract

Purpose: This study aims to determine the item parameters and estimations of student attribute profiles related to the 2012 8th Grade HSEE Mathematics subtest item responses using the G-DINA model and examine whether the items show DIF according to the gender variable.
 Design/Methodology/Approach: The study was conducted on the data of 1.063.570 students who took the 2012 HSEE Mathematics subtest. The analysis was carried out on the target population data to avoid sampling error. This study is a descriptive, survey type study.
 Findings: When the model fit indices and comparison results were examined, it was concluded that the model that best explained the behavior of students responding to the items in the 20-item form of the 2012 HSEE Mathematics subtest was G- DINA. When the G-DINA model parameters were examined, it was found that the 𝛼! = [0000] attribute profile (with 61%) in which none of the four defined attributes were found in the student, and the 𝛼!" = [1111] attribute profile (with 17%) in which all four attributes were present in the student (17%) were the most common attribute profiles. As a result of DIF analysis within the scope of CDM, and it was identified that item 4 showed a significant uniform DIF in favor of female students while item 19 showed a uniform DIF in favor of male students at moderate level.
 Highlights: It is thought that DIF analyses within the framework of cognitive diagnostic models can provide a statistical basis for item bias decisions.