Abstract
Differential item functioning (DIF) has been a long-standing problem in educational and psychological measurement. In practice, the source from which DIF originates can be complex in the sense that an item can show DIF on multiple background variables of different types simultaneously. Although a variety of non-item response theory-(IRT)-based and IRT-based DIF detection methods have been introduced, they do not sufficiently address the issue of DIF evaluation when its source is complex. The recently proposed
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