For Which Boys and Which Girls Are Reading Assessment Items Biased Against? Detection of Differential Item Functioning in Heterogeneous Gender Populations

Autor/inn/en	Grover, Raman K.; Ercikan, Kadriye
Titel	For Which Boys and Which Girls Are Reading Assessment Items Biased Against? Detection of Differential Item Functioning in Heterogeneous Gender Populations
Quelle	In: Applied Measurement in Education, 30 (2017) 3, S.178-195 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2017.1316276
Schlagwörter	Gender Differences; Test Bias; Socioeconomic Status; Reading Achievement; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Multivariate Analysis; Individual Characteristics; Canada; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Testkritik; Socio-economic status; Sozioökonomischer Status; Leseleistung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Multivariate Analyse; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Kanada
Abstract	In gender differential item functioning (DIF) research it is assumed that all members of a gender group have similar item response patterns and therefore generalizations from group level to subgroup and individual levels can be made accurately. However DIF items do not necessarily disadvantage every member of a gender group to the same degree, indicating existence of heterogeneity of response patterns within gender groups. In this article the impact of heterogeneity within gender groups on DIF investigations was investigated. Specifically, it was examined whether DIF results varied when comparing males versus females, gender × socioeconomic status subgroups and latent classes of gender. DIF analyses were conducted on reading achievement data from the Canadian sample of the Programme of International Student Assessment 2009. Results indicated considerable heterogeneity within males and females and DIF results were found to vary when heterogeneity was taken into account versus when it was not. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01