Exploring Differential Item Functioning on Science Achievement Tests. CSE Technical Report 483.

Autor/inn/en	Hamilton, Laura S.; Snow, Richard E.
Institution	National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.; Rand Corp., Santa Monica, CA.; Stanford Univ., CA.
Titel	Exploring Differential Item Functioning on Science Achievement Tests. CSE Technical Report 483.
Quelle	(1998), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Constructed Response; Grade 12; High School Seniors; High Schools; Identification; Item Bias; Multiple Choice Tests; Science Achievement; Science Tests; Sex Differences; Test Content; Test Format; Test Items + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 12; 12. Schuljahr; Schuljahr 12; High school; Oberschule; Identifikation; Identifizierung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Sex difference; Geschlechtsunterschied; Testaufgabe; Testentwicklung; Test content
Abstract	This study explores methods for detecting gender-based differential item functioning (DIF) on the 12th grade multiple-choice and constructed-response science tests administered as part of the National Education Longitudinal Study of 1988 (NELS:88). Several combinations of conditioning variables were explored for DIF detection on both tests, and results were supplemented with evidence from interviews of 25 students who completed the test items. On both tests, DIF in favor of males was exhibited primarily on items that involved visualization and that called upon knowledge and experiences acquired outside of school. The findings reveal that neither content nor format alone explained the patterns of male and female performance, and that an investigation of response processes may provide valuable additional information about the nature of gender differences in science achievement. (Contains 7 tables, 4 figures, and 56 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC