Constructed-Response DIF Evaluations for Mixed-Format Tests. Research Report. ETS RR-13-33

Autor/inn/en	Moses, Tim; Liu, Jinghua; Tan, Adele; Deng, Weiling; Dorans, Neil J.
Titel	Constructed-Response DIF Evaluations for Mixed-Format Tests. Research Report. ETS RR-13-33
Quelle	In: ETS Research Report Series, (2013), (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Test Construction; Multiple Choice Tests; Test Items; Item Analysis; Scores; Prediction; Testing Programs; Gender Differences; Mathematical Formulas; Equations (Mathematics); Mathematics Tests; College Entrance Examinations; Test Results; Licensing Examinations (Professions); Statistical Analysis; Educational Principles; Teaching Methods; Teacher Qualifications; Praxis Series; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Testaufbau; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Test content; Testaufgabe; Itemanalyse; Vorhersage; Geschlechterkonflikt; Mathematische Formel; Equations; Mathematics; Gleichungslehre; Aufnahmeprüfung; Statistische Analyse; Bildungsprinzip; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrqualifikation
Abstract	In this study, differential item functioning (DIF) methods utilizing 14 different matching variables were applied to assess DIF in the constructed-response (CR) items from 6 forms of 3 mixed-format tests. Results suggested that the methods might produce distinct patterns of DIF results for different tests and testing programs, in that the DIF methods' results might be similar for tests with multiple-choice (MC) and CR scores that are similar in their measurement characteristics but would exhibit larger variations for tests with MC and CR scores having more distinct measurement characteristics. Impact measures of the MC and CR scores appeared to be a useful basis for indicating the scores' measurement similarity, for predicting the variations of DIF results from using these scores as matching variables, and possibly for indicating the most appropriate DIF method and matching variable for a particular test. The results are described in terms of their implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01