Using DIF Dissection Method to Assess Effects of Item Deletion. Research Report No. 2005-10. ETS RR-05-23

Autor/inn/en	Zhang, Yanling; Dorans, Neil J.; Matthews-López, Joy L.
Institution	College Board; Educational Testing Service
Titel	Using DIF Dissection Method to Assess Effects of Item Deletion. Research Report No. 2005-10. ETS RR-05-23
Quelle	(2005), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Test Bias; Test Items; Statistical Analysis; Classification; College Entrance Examinations; Verbal Tests; Scores; Equated Scores; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Testkritik; Test content; Testaufgabe; Statistische Analyse; Classification system; Klassifikation; Klassifikationssystem; Aufnahmeprüfung; Mündliche Prüfung
Abstract	Statistical procedures for detecting differential item functioning (DIF) are often used as an initial step to screen items for construct irrelevant variance. This research applies a DIF dissection method and a two-way classification scheme to SAT Reasoning Test™ verbal section data and explores the effects of deleting sizable DIF items on reported scores after re-equating. The DIF dissection approach and the two-way classification scheme may yield new and detailed insight into item functioning at the subgroup level. Two hypotheses are studied: (1) whether or not the deletion of a sizeable DIF item that is the most disadvantageous to a particular subgroup will affect the scores for that subgroup the most; and (2) whether or not the effects of item deletion on scores can be predicted by the standardization method. Both hypotheses are supported by the results of this research. The following are appended: (1) Summary of Two-Way "STD FS-DIF" Effects and Unrounded Observed Scaled Score Differences for the Subgroups after DIF Item Deletion; and (2) The Local Approximation Algorithm. (As Provided).
Anmerkungen	College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01