TY - JOUR T1 - The Impact of Missing Data on the Performances of DIF Detection Methods AU - Akcan, Rabia AU - Atalay Kabasakal, Kübra PY - 2023 DA - March Y2 - 2023 DO - 10.21031/epod.1183617 JF - Journal of Measurement and Evaluation in Education and Psychology JO - JMEEP PB - Association for Measurement and Evaluation in Education and Psychology WT - DergiPark SN - 1309-6575 SP - 95 EP - 105 VL - 14 IS - 1 LA - en AB - This study analyzed the impact of missing data techniques on performances of two differential item functioning (DIF) detection methods (Mantel Haenszel and Multiple Indicator and Multiple Causes) under missing completely at random missing data mechanism. Percentage of missing data was set at 5% and 15%. Zero imputation, listwise deletion and fractional hot-deck imputation were used to handle missing data. The data set of the study consisted of 17 items in the S12 item cluster of Programme for International Student Assessment (PISA) 2015 science test. Results showed that fractional hot-deck imputation produced the best results in identifying DIF items in all conditions and it had also the closest DIF values to the values obtained from complete data set. It was also found that multiple indicator and multiple causes method was more adversely affected than Mantel Haenszel by the presence of missing data. KW - Differential item functioning KW - Mantel Haenszel KW - MIMIC KW - missing data CR - Banks, K. (2015). An introduction to missing data in the context of differential item functioning. Practical Assessment, Research & Evaluation, 20(12), 1-10. https://eric.ed.gov/?id=EJ1059748 CR - Banks, K., & Walker, C. (2006, April). Performance of SIBTEST when focal group examinees have missing data. Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco, CA. CR - Camilli, G., & Shepard, L. A. (1994). Methods for identifying biased test items. London Sage. CR - Clauser, B. E., & Mazor, K. M. 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Three generation of DIF analyses: Considering where it has been, where it is now, and where it is going. Language Assessment Quarterly, 4(2), 223–233. https://doi.org/10.1080/15434300701375832 UR - https://doi.org/10.21031/epod.1183617 L1 - https://dergipark.org.tr/en/download/article-file/2685513 ER -