Analyzing Fairness among Linguistic Minority Populations Using a Latent Class Differential Item Functioning Approach

Autor/inn/en	Oliveri, Maria Elena; Ercikan, Kadriye; Lyons-Thomas, Juliette; Holtzman, Steven
Titel	Analyzing Fairness among Linguistic Minority Populations Using a Latent Class Differential Item Functioning Approach
Quelle	In: Applied Measurement in Education, 29 (2016) 1, S.17-29 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2015.1102913
Schlagwörter	Test Bias; Language Minorities; Effect Size; Foreign Countries; International Assessment; Multivariate Analysis; Comparative Analysis; Canada; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Testkritik; Sprachminderheit; Ausland; Multivariate Analyse; Kanada
Abstract	Differential item functioning (DIF) analyses have been used as the primary method in large-scale assessments to examine fairness for subgroups. Currently, DIF analyses are conducted utilizing manifest methods using observed characteristics (gender and race/ethnicity) for grouping examinees. Homogeneity of item responses is assumed denoting that all examinees respond to test items using a similar approach. This assumption may not hold with all groups. In this study, we demonstrate the first application of the latent class (LC) approach to investigate DIF and its sources with heterogeneous (linguistic minority groups). We found at least three LCs within each linguistic group, suggesting the need to empirically evaluate this assumption in DIF analysis. We obtained larger proportions of DIF items with larger effect sizes when LCs within language groups versus the overall (majority/minority) language groups were examined. The illustrated approach could be used to improve the ways in which DIF analyses are typically conducted to enhance DIF detection accuracy and score-based inferences when analyzing DIF with heterogeneous populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01