Using Differential Item Functioning Procedures To Improve Interpretation of and Performance on the Verbal Subtest of the SAT.

Autor/inn/en	Lai, Morris K.; Saka, Thomas
Titel	Using Differential Item Functioning Procedures To Improve Interpretation of and Performance on the Verbal Subtest of the SAT.
Quelle	(1993), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; High School Seniors; High Schools; Instructional Effectiveness; Public Schools; Scores; Test Items; Test Theory; Test Wiseness; Verbal Tests; Hawaii; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? High school; Oberschule; Unterrichtserfolg; Public school; Öffentliche Schule; Test content; Testaufgabe; Testtheorie; Mündliche Prüfung
Abstract	Two studies investigated factors affecting the scores of Hawaii students taking the verbal subtest of the Scholastic Aptitude Test (SAT). For the past several years, the mean verbal scores of Hawaii students have consistently been among the lowest 10% of all states. The first study addressed the identification of items and types of items that have been answered differentially by Hawaii students in comparison to mainland United States students. The items were identified through differential item functioning (DIF) procedures which assess performance differences between groups of individuals with the same overall scholastic aptitude. Results indicated that Hawaii students performed less well than the mainland reference group (students of equal overall scholastic aptitude) on the early items in each of the antonym sections and better than the reference group on the more difficult or later items in each section. Carelessness and unfamiliarity with the item type were identified as possible causes. The second study utilized a sample of Hawaii public school students who received brief instruction addressing the low performance on the types of items identified in the first study. Independent groups t-tests conducted between the treatment students and a sample from the original pool of 1988 examinees showed equivalence of performance on the pretest. Treatment students performed statistically significantly better than the comparison groups did after receiving the treatment. (Five tables of data are included. Contains 17 references.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC