The Dif Identification in Constructed Response Items Using Partial Credit Model

Abstract

The study was to identify the load, the type and the significance of differential item functioning (DIF) in constructed response item using the partial credit model (PCM). The data in the study were the students’ instruments and the students’ responses toward the PISA-like test items that had been completed by 386 ninth grade students and 460 tenth grade students who had been about 15 years old in the Province of Yogyakarta Special Region in Indonesia. The analysis toward the item characteristics through the student categorization based on their class was conducted toward the PCM using CONQUEST software. Furthermore, by applying these items characteristics, the researcher draw the category response function (CRF) graphic in order to identify whether the type of DIF content had been in uniform or non-uniform. The significance of DIF was identified by comparing the discrepancy between the difficulty level parameter and the error in the CONQUEST output results. The results of the analysis showed that from 18 items that had been analyzed there were 4 items which had not been identified load DIF, there were 5 items that had been identified containing DIF but not statistically significant and there were 9 items that had been identified containing DIF significantly. The causes of items containing DIF were discussed.