Examining Differential Item Functioning in Reading Assessments for Students with Disabilities. CRESST Report 744

Autor/inn/en	Abedi, Jamal; Leon, Seth; Kao, Jenny C.
Institution	National Center for Research on Evaluation, Standards, and Student Testing
Titel	Examining Differential Item Functioning in Reading Assessments for Students with Disabilities. CRESST Report 744
Quelle	(2008), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Test Bias; Test Items; Student Evaluation; Disabilities; Reading Tests; High Stakes Tests; Reading Ability; Testing Accommodations; Grade 9; Grade 3; Reading Comprehension; Age Differences; Test Format; Comparative Analysis; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Testkritik; Test content; Testaufgabe; Schulnote; Studentische Bewertung; Handicap; Behinderung; Lesetest; Reading competence; Lesekompetenz; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; School year 09; 9. Schuljahr; Schuljahr 09; School year 03; 3. Schuljahr; Schuljahr 03; Leseverstehen; Age; Difference; Age difference; Altersunterschied; Testentwicklung
Abstract	This study examines performance differences between students with disabilities and students without disabilities students using differential item functioning (DIF) analyses in a high-stakes reading assessment. Results indicated that for Grade 9, many items exhibited DIF. Items that exhibited DIF were more likely to be located in the second half of the assessment subscales. After accounting for reading ability using a proxy score from items on the first half of the subscales, students with disabilities consistently underperformed on items located in the second half relative to the items located in the first half, as compared with students without disabilities. These results were seen in Grade 9 for data from two different states. These results were not seen for Grade 3. This study has several limitations. There was no access to information regarding the testing accommodations that students with disabilities might have received, and no access to the type of disabilities. Results of this study can shed light on potential factors affecting the accessibility of reading assessments for students with disabilities, in an ultimate effort to provide assessment tools that are conceptually and psychometrically sound for all students. A companion report is available examining differential distractor functioning for students with disabilities. (Detailed DIF Results are appended. Contains 30 figures and 45 tables.) (As Provided).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10