Differential Item Functioning across Race and Ethnicity for the Emotional and Behavioral Screener

Autor/inn/en	Lambert, Matthew C.; January, Stacy-Ann A.; Cress, Cynthia J.; Epstein, Michael H.; Cullinan, Douglas
Titel	Differential Item Functioning across Race and Ethnicity for the Emotional and Behavioral Screener
Quelle	In: School Psychology Quarterly, 33 (2018) 3, S.399-407 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000224
Schlagwörter	Test Bias; At Risk Students; Screening Tests; Emotional Problems; Behavior Problems; Item Response Theory; Scores; Ethnic Groups; Grade 1; Minority Group Students; Emotional Disturbances; Elementary School Students; White Students; African American Students; Hispanic American Students; Gender Differences; Race; Ethnicity; Elementary School Teachers; Florida + Suchen Sie Ihr Suchwort? Testkritik; Screening-Verfahren; Item-Response-Theorie; Ethnie; School year 01; 1. Schuljahr; Schuljahr 01; Gefühlsstörung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The objective of this study was to assess the measurement invariance of items from the Emotional and Behavioral Screener (EBS) across racial and ethnic groups and assess the impact of differential item functioning (DIF) on test scores from the EBS. Participants were 4,856 first-grade students (49% female) who were diverse with regard to race and ethnicity (45% African American, 41% Hispanic/Latino, and 14% Caucasian). Classroom teachers rated each student on the EBS during the fall semester screening window. Item response theory modeling was combined with ordinal regression to investigate the presence and impact of differential item functioning across 3 race and ethnicity groups. The findings suggest that items from the EBS exhibit small to negligible levels of DIF, and the limited DIF that was present does not significantly impact overall scores. Researchers and practitioners can have confidence that scores from the EBS are relatively unaffected by test bias when measuring the emotional and behavioral risk of young students from African American, Hispanic/Latino, or Caucasian backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01