كاربرد مدل هاي تشخيصي شناختي (CDM) در مطالعه كاركرد افتراقي سوال هاي رياضيات پايه هشتم تيمز 2007 در بين دختران و پسران

Application of Cognitive Diagnostic Models (CDM) Study of the Differential Item Functioning of TIMSS Eighth Grade Mathematics 2007 Among Girls and Boy

ﻫﺪف از اﺟﺮاي ﭘﮋوﻫﺶ ﺣﺎﺿﺮ اﯾﻦ ﺑﻮد ﮐﻪ ﮐﺎرﮐﺮد اﻓﺘﺮاﻗﯽ ﺳﺆالﻫﺎي رﯾﺎﺿﯽ ﭘﺎﯾﻪ ﻫﺸﺘﻢ ﺗﯿﻤﺰ 2007 در ﺑﯿﻦ دﺧﺘﺮان و ﭘﺴﺮان ﺑﺎ اﺳﺘﻔﺎده از ﻣﺪل DINA ﻣﻮرد آزﻣﻮن ﻗﺮار ﮔﯿﺮد. ﻧﺨﺴﺖ ﺑﺮازش داده ﺑﺎ ﻣﺪل و ﺑﺮآورد ﭘﺎراﻣﺘﺮﻫﺎ اﻧﺠﺎم ﮔﺮﻓﺖ. ﺳﭙﺲ ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن واﻟﺪ ﮐﺎرﮐﺮد اﻓﺘﺮاﻗﯽ ﺳﺆالﻫﺎ ﻣﻮرد آزﻣﻮن ﻗﺮار ﮔﺮﻓﺖ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ از 44 ﺳﺆال ﻣﻮرد ﻣﻄﺎﻟﻌﻪ، 26 ﺳﺆال ﻟﻨﮕﺮ و 18 ﺳﺆال )40%( ﺳﺆال دارايDIF اﺳﺖ ﮐﻪ 12 ﺳﺆال دارايDIF ﯾﮑﻨﻮاﺧﺖ و 6 ﺳﺆال ﻏﯿﺮﯾﮑﻨﻮاﺧﺖ اﺳﺖ. از 18 ﺳﺆال دارايDIF ، 7 ﺳﺆال ﺑﻪ ﻧﻔﻊ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﻣﺴﻠﻂ و 10 ﺳﺆال ﺑﻪ ﻧﻔﻊ داﻧﺶآﻣﻮزان ﭘﺴﺮ ﻣﺴﻠﻂ داراي ﮐﺎرﮐﺮد اﻓﺘﺮاﻗﯽ اﺳﺖ و ﯾﮏ ﺳﺆال ﺑﻪ ﻧﻔﻊ داﻧﺶآﻣﻮزاﻧﯽ ﮐﻪ ﻣﺴﻠﻂ ﻧﺒﻮدن داراي ﮐﺎرﮐﺮد اﻓﺘﺮاﻗﯽ ﺑﻮد. ﻫﻤﯿﻦ ﻃﻮر از 18 ﺳﺆال داراي DIF ، 9 ﺳﺆال ﺑﻪ ﻧﻔﻊ داﻧﺶآﻣﻮزان دﺧﺘﺮ و 7 ﺳﺆال ﺑﻪ ﻧﻔﻊ داﻧﺶآﻣﻮزان ﭘﺴﺮي ﮐﻪ ﻣﺴﻠﻂ ﻧﺒﻮدﻧﺪ، داراي ﮐﺎرﮐﺮد اﻓﺘﺮاﻗﯽ ﺑﻮدﻧﺪ و 2 ﺳﺆال ﻧﯿﺰ ﺑﻪ ﻧﻔﻊ داﻧﺶآﻣﻮزان ﻣﺴﻠﻂ داراي ﮐﺎرﮐﺮد اﻓﺘﺮاﻗﯽ ﺑﻮدﻧﺪ. ﻣﯽﺗﻮان ﻧﺘﯿﺠﻪ ﮔﺮﻓﺖ ﮐﻪ آزﻣﻮن واﻟﺪ در ﭼﺎرﭼﻮب ﻣﺪلﻫﺎي )CDM( ﻣﯽﺗﻮاﻧﺪ ﻋﻼوه ﺑﺮ آزﻣﻮن ﮐﺎرﮐﺮد اﻓﺘﺮاﻗﯽ ﯾﮑﻨﻮاﺧﺖ و ﻏﯿﺮﯾﮑﻨﻮاﺧﺖ در ﺷﻨﺎﺳﺎﯾﯽ ﮐﺎرﮐﺮد اﻓﺘﺮاﻗﯽ در اﻓﺮادي ﻣﺴﻠﻂ و ﻏﯿﺮ ﻣﺴﻠﻂ در ﺻﻔﺎت ﺑﻪﮐﺎرﮔﯿﺮي ﺷﻮد.

Attempts were made in this research to make use of the capabilities of Cognitive Diagnosis Models (CDMs) for precise and more detailed investigation of the Differential Item Functioning in the mathematics test of the eighth grade (third grade of guidance school) (T. 2007). For analyzing the data and responding to the research questions, the non-compensative model DINA, with the two parameters of guessing and slipping, was used. First, the data were fitted to the model, and the parameters were estimated for the two female and male groups. The Differential Item Functioning was then examined using the Wald test. The results demonstrated that of the 44 investigated questions, 26 were anchoring questions, and 18 (40%) were ones with DIF, where 12 out of the 18 questions with DIF had linear DIF, and 6 had nonlinear DIF. Of the 18 questions with DIF, 7 had Differential Item Functioning in favor of the female students who had achieved mastery over the attributes necessary for responding correctly to the questions, and 10 in favor of the male ones. One question here had Differential Item Functioning in favor of neither the group of females nor the group of males who had achieved mastery over the attributes necessary for responding correctly to the questions. Furthermore, of the 18 questions with DIF, 9 have Differential Item Functioning in favor of the female students who have not achieved mastery over the attributes necessary for responding correctly to the questions, and 7 in favor of the male ones