An Intersectional Approach to DIF: Do Initial Findings Hold across Tests?

Autor/inn/en	Russell, Michael; Szendey, Olivia; Kaplan, Larry
Titel	An Intersectional Approach to DIF: Do Initial Findings Hold across Tests?
Quelle	In: Educational Assessment, 26 (2021) 4, S.284-298 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Russell, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2021.1965473
Schlagwörter	Test Bias; Achievement Tests; Individual Characteristics; Disadvantaged; Grade 5; Grade 8; Mathematics Tests; Science Tests; Language Tests; Generalization; Test Items + Suchen Sie Ihr Suchwort? Testkritik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Language test; Sprachtest; Test content; Testaufgabe
Abstract	Differential Item Function (DIF) analysis is commonly employed to examine potential bias produced by a test item. Since its introduction DIF analyses have focused on potential bias related to broad categories of oppression, including gender, racial stratification, economic class, and ableness. More recently, efforts to examine the effects of oppression on valued life-outcomes have employed an intersectional approach to more fully represent a person's identity and capture the multiple, and often compound, impacts of oppression. The study presented here replicated an intersectional approach to DIF analyses to examine whether findings from a previous study that focused on a single grade-level achievement test generalized to other subject areas and grade levels. Findings indicate that the use of an intersectional approach is more sensitive to detecting potential item bias and that this increased sensitivity holds across the subject areas and grade levels examined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01