Evaluating Group Differences in Online Reading Comprehension: The Impact of Item Properties

Autor/inn/en	Bulut, Hatice Cigdem; Bulut, Okan; Arikan, Serkan
Titel	Evaluating Group Differences in Online Reading Comprehension: The Impact of Item Properties
Quelle	In: International Journal of Testing, 23 (2023) 1, S.10-33 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bulut, Hatice Cigdem) ORCID (Bulut, Okan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2022.2044821
Schlagwörter	International Assessment; Achievement Tests; Grade 4; Foreign Countries; Reading Achievement; Reading Tests; Test Items; Item Analysis; Student Characteristics; Gender Differences; Reading Comprehension; Internet; Language Usage; Family Environment; Native Language; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Leseleistung; Lesetest; Test content; Testaufgabe; Itemanalyse; Geschlechterkonflikt; Leseverstehen; Sprachgebrauch; Familienmilieu
Abstract	This study examined group differences in online reading comprehension (ORC) using student data from the 2016 administration of the Progress in International Reading Literacy Study (ePIRLS). An explanatory item response modeling approach was used to explore the effects of item properties (i.e., item format, text complexity, and cognitive complexity), student characteristics (i.e., gender and language groups), and their interactions on dichotomous and polytomous item responses. The results showed that female students outperform male students in ORC tasks and that the achievement difference between female and male students appears to change text complexity increases. Similarly, the cognitive complexity of the items seems to play a significant role in explaining the gender gap in ORC performance. Students who never (or sometimes) speak the test language at home particularly struggled with answering ORC tasks. The achievement gap between students who always (or almost always) speak the test language at home and those who never (or sometimes) speak the test language at home was larger for constructed-response items and items with higher cognitive complexity. Overall, the findings suggest that item properties could help understand performance differences between gender and language groups in ORC assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01