Exploring Differential Subgroup Functioning on SAT Writing Items: What Happens When English Is Not a Test Taker's Best Language?

Autor/inn/en	Engelhard, George, Jr.; Kobrin, Jennifer L.; Wind, Stefanie A.
Titel	Exploring Differential Subgroup Functioning on SAT Writing Items: What Happens When English Is Not a Test Taker's Best Language?
Quelle	In: International Journal of Testing, 14 (2014) 4, S.339-359 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2014.931281
Schlagwörter	College Entrance Examinations; Writing Tests; Goodness of Fit; English; Test Items; English (Second Language); Second Language Learning; Correlation; Scores; Test Validity; Race; Ethnicity; Item Analysis; High School Students; Statistical Analysis; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Writing test; Schreibtest; English language; Englisch; Test content; Testaufgabe; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Korrelation; Testvalidität; Rasse; Abstammung; Ethnizität; Itemanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse
Abstract	The purpose of this study is to explore patterns in model-data fit related to subgroups of test takers from a large-scale writing assessment. Using data from the SAT, a calibration group was randomly selected to represent test takers who reported that English was their best language from the total population of test takers (N = 322,011). A reference scale for the items was constructed based on EBL responses. Response behaviors of test takers who reported that English was not their best language (ENBL) were examined in relationship to this reference scale. This study illustrates the use of differential subgroup analyses to identify patterns related to person misfit within subgroups, as well as subsets of items, that may affect the validity of writing scores for ENBL test takers. The methodology described here offers an approach that can be used to explore, understand, and improve the validity of scores obtained from ENBL test takers in large-scale writing assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10