Maria T. Potenza

DIF assessment for polytomously scored items: A framework for classification and evaluation

Increased use of alternatives to the traditional dichotomously scored multiple-choice item yield complex responses that require complex scoring rules. Some of these new item types can be polytomously scored. DIF methodology is well-defined for traditional dichotomously scored multiple-choice items. This paper provides a classification scheme of DIF procedures for dichotomously scored items that is applicable to new DIF procedures for polytomously scored items. In the process, a formal development of a polytomous version of a dichotomous DIF technique is presented. Several polytomous DIF techniques are evaluated in terms of statistical and practical criteria. Index terms: DIF methodology, differential item functioning, item bias, polytomous scoring, statistical criteria for differential item functioning.

Personal problem solving in a simulated setting: Do perceptions accurately reflect behavior?

The purpose of this study was to ascertain if people who appraise themselves as ineffective problem solvers compared to their perceived effective counterparts [i.e., those scoring high vs. low on the Problem-Solving Inventory (Heppner, 1988)] would behaviorally respond to a simulated problem less effectively. While delivering a 15-min classroom presentation, 61 participants were disrupted three times by a confederate. The results indicated that the self-perceived ineffective problem solvers compared to their perceived effective counterparts did not behave less effectively to the disruptions. However, interpersonal process recall (Kagan, 1975) showed that, during the third disruption, more of the former group compared to the latter group reported negative self-statements, more emotional arousal, intense affect, and self-focused as opposed to problem-focused statements. Further, the former group reported more debilitating cognitions and feelings during the task in general than did the latter group.