Examining Differential Item Functions of Different Item Ordered Test Forms According to Item Difficulty Levels

Autor/inn/en	Çokluk, Ömay; Gül, Emrah; Dogan-Gül, Çilem
Titel	Examining Differential Item Functions of Different Item Ordered Test Forms According to Item Difficulty Levels
Quelle	In: Educational Sciences: Theory and Practice, 16 (2016) 1, S.319-330 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Test Bias; Test Items; Difficulty Level; Test Theory; Item Response Theory; Grade 7; Probability; Science Tests; Achievement Tests; Nuclear Physics; Correlation; Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Testkritik; Test content; Testaufgabe; Schwierigkeitsgrad; Testtheorie; Item-Response-Theorie; School year 07; 7. Schuljahr; Schuljahr 07; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Atomphysik; Kernphysik; Korrelation; Ausland
Abstract	The study aims to examine whether differential item function is displayed in three different test forms that have item orders of random and sequential versions (easy-to-hard and hard-to-easy), based on Classical Test Theory (CTT) and Item Response Theory (IRT) methods and bearing item difficulty levels in mind. In the correlational research, the data from a total of 578 seventh graders were gathered using an Atomic Structures Achievement Test. R programming language and "difR" package were employed for all the analyses. As a result of the analyses, it was concluded that a comparison of IRT- and CTT-based methods indicate a greater number of items with distinctively significant differential item functioning. Different item ordering leads students at the same ability levels to display different performances on the same items. As a result, it is found that item order differentiates the probability of correct response to the items for those at the same ability levels. A test form of sequential easy-to-hard questions brings more advantages than that of a hard-to-easy sequence or a random version. The findings show that it is essential to arrange tests that are employed to make decisions about people in consideration with psychometric principles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01