Investigating Fairness of Reading Comprehension Section of INUEE: Learner's Attitudes towards DIF Sources

Autor/in	Amirian, Seyed Mohammad Reza
Titel	Investigating Fairness of Reading Comprehension Section of INUEE: Learner's Attitudes towards DIF Sources
Quelle	In: International Journal of Language Testing, 10 (2020) 2, S.88-100 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2476-5880
Schlagwörter	Reading Comprehension; Test Bias; English for Special Purposes; Language Tests; College Entrance Examinations; Student Attitudes; Sex Fairness; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Leseverstehen; Testkritik; Language test; Sprachtest; Aufnahmeprüfung; Schülerverhalten; Sexualaufklärung; Ausland
Abstract	The purpose of the present study was two-fold: (a) First, it examined fairness of Special English Test (SET) of Iranian National University Entrance Exam (INUEE) by analyzing Differential Item Functioning (DIF) with reading comprehension section of this test (b) second, it explored test takers' attitudes towards possible sources of unfairness and DIF. In the quantitative part of the study the data from 10000 test takers (6820 females and 3180 males) were analyzed for gender DIF using Mantel-Haenszel (MH) technique. It was revealed that only 6 items in the reading comprehension skill showed DIF. Further analysis manifested that the effect size of DIF for all six items were category A or negligible. Moreover, qualitative interview results indicated that learners generally considered the test a fair one while some potential sources of bias such as "topic familiarity, multiple-choice format of the test, topic interest, passage length, and complex structure of test items" were mentioned. (As Provided).
Anmerkungen	Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01