An Exploratory Analysis of Differential Item Functioning and Its Possible Sources in a Higher Education Admissions Context

Autor/inn/en	Oliveri, Maria Elena; Lawless, Rene; Robin, Frederic; Bridgeman, Brent
Titel	An Exploratory Analysis of Differential Item Functioning and Its Possible Sources in a Higher Education Admissions Context
Quelle	In: Applied Measurement in Education, 31 (2018) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2017.1391258
Schlagwörter	Test Bias; Comparative Analysis; Item Banks; Item Response Theory; Probability; Test Items; Verbal Ability; Thinking Skills; Statistical Analysis; Mathematics Instruction; Algebra; Geometry; Reading Comprehension; Citizenship; Literacy; Higher Education; College Admission; College Entrance Examinations; Graduate Study; Case Studies; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Testkritik; Item-Response-Theorie; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Test content; Testaufgabe; Mündliche Leistung; Denkfähigkeit; Statistische Analyse; Mathematics lessons; Mathematikunterricht; Geometrie; Leseverstehen; Staatsbürgerschaft; Alphabetisierung; Schreib- und Lesefähigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulzugang; Hochschulzulassung; Zulassung; Aufnahmeprüfung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Case study; Fallstudie; Case Study
Abstract	We analyzed a pool of items from an admissions test for differential item functioning (DIF) for groups based on age, socioeconomic status, citizenship, or English language status using Mantel-Haenszel and item response theory. DIF items were systematically examined to identify its possible sources by item type, content, and wording. DIF was primarily found in the citizenship group. As suggested by expert reviewers, possible sources of DIF in the direction of U.S. citizens was often in "Quantitative Reasoning" in items containing figures, charts, tables depicting real-world (as opposed to abstract) contexts. DIF items in the direction of non-U.S. citizens included "mathematical" items containing few words. DIF for the "Verbal Reasoning" items included geocultural references and proper names that may be differentially familiar for non-U.S. citizens. This study is responsive to foundational changes in the fairness section of the Standards for Educational and Psychological Testing, which now consider additional groups in sensitivity analyses, given the increasing demographic diversity in test-taker populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01