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| Autor/in | Zhang, Yanling |
|---|---|
| Titel | DIF in a Large Scale Mathematics Assessment: The Interaction of Gender and Ethnicity. |
| Quelle | (2002), (45 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; Achievement Tests; Elementary Secondary Education; Ethnicity; Item Bias; Mathematics Tests; Sex Differences; Student Characteristics; Test Items; Delaware; Delaware Student Testing Program |
| Abstract | A study was conducted to investigate how differential item functioning (DIF) is associated with student characteristics such as gender and ethnicity for the total group and to understand the pattern and nature of existing group differences by conducting DIF analyses separately within gender and ethnicity. The research is unique in that it undertakes a two-way DIF approach by taking into account the interaction of gender and ethnicity. Data were from the Delaware Student Testing Program. The multiple choice items for grades 3, 5, 8, and 10 were used, for a total group of 34,544 students. Results of the Mantel Haenzel DIF analyses found an approximately equal number of DIF items favoring the reference and focal groups across all four grade levels. There was some statistical evidence of DIF in all grades, but the DIF was more balanced out by gender and ethnicity in the higher grades (8 and 10). A number of gender and ethnic DIF items that were previously undetected in a total analyses were flagged when two-way procedures were applied. It is clear that two-way DIF analyses offer a more complete and comprehensive approach to DIF detection, superior to the traditional one-way DIF analysis approach and particularly useful in large-scale testing programs. (Contains 30 tables and 32 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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