Comparing Multidimensional and Unidimensional Proficiency Classifications: Multidimensional IRT as a Diagnostic Aid

Abstract

This research examined the effect of scoring items thought to be multidimensional using a unidimensional model and demonstrated the use of multidimensional item response theory (MIRT) as a diagnostic tool. Using real data from a large‐scale mathematics test, previously shown to function differentially in favor of proficient writers, the difference in proficiency classifications was explored when a two‐versus one‐dimensional confirmatory model was fit. The estimate of ability obtained when using the unidimensional model was considered to represent general mathematical ability. Under the two‐dimensional model, one of the two dimensions was also considered to represent general mathematical ability. The second dimension was considered to represent the ability to communicate in mathematics. The resulting pattern of mismatched proficiency classifications suggested that examinees found to have less mathematics communication ability were more likely to be placed in a lower general mathematics proficiency classification under the unidimensional than multidimensional model. Results and implications are discussed.