Differential Item Functioning and Differential Test Functioning in the Idaho Standards Achievement Tests for Spring 2003Report as inadecuate




Differential Item Functioning and Differential Test Functioning in the Idaho Standards Achievement Tests for Spring 2003 - Download this document for free, or read online. Document in PDF available to download.



Northwest Evaluation Association

This study was designed to answer two key questions about the fixed portions of the fourth, eighth, and tenth grade spring 2003 Idaho Standards Achievement Tests (ISAT) in Reading, Language Usage and Mathematics: (1) To what extent do test items exhibit substantive differences in functioning across student groups formed based on ethnicity and based on gender? and (2) What is the collective impact on test characteristics of any substantive differentially functioning items? It is worth mentioning that Differential Item Functioning (DIF) is not quite the same as what has commonly been called "bias." Differential item functioning is an item characteristic that occurs whenever groups differ noticeably in their correct answer frequency, when achievement level is matched. It may be used as part of the process to identify biased items, but is almost always viewed as secondary to a sensitivity review. Because of its statistical nature, many items that are identified as having DIF are not identified as having any difficulty in the sensitivity review. (Contains 14 tables and 18 figures.)

Descriptors: Grade 4, Grade 8, Grade 10, Test Items, Achievement Tests, Test Bias, Standardized Tests, Gender Differences, Racial Differences, Hispanic American Students, Reading Achievement, Language Usage, Mathematics Achievement

Northwest Evaluation Association. 121 NW Everett Street, Portland, OR 97209. Tel: 503-624-1951; Fax: 503-639-7873; Web site: http://nwea.org





Author: Hauser, Carl; Kingsbury, Gage

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8100&id=ED491248







Related documents