Fairness and Comparability in Achievement Motivation Items: A Differential Item Functioning Analysis

Autor/inn/en	Bialo, Jacquelyn A.; Li, Hongli
Titel	Fairness and Comparability in Achievement Motivation Items: A Differential Item Functioning Analysis
Quelle	In: Journal of Psychoeducational Assessment, 40 (2022) 6, S.722-743 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bialo, Jacquelyn A.) ORCID (Li, Hongli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829221090113
Schlagwörter	Student Motivation; Academic Achievement; Item Analysis; Gender Differences; Ethnicity; African American Students; Comparative Analysis; Asian American Students; Secondary School Students; Foreign Countries; Achievement Tests; International Assessment; Test Items; Culture Fair Tests; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulleistung; Itemanalyse; Geschlechterkonflikt; Ethnizität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Sekundarschüler; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Test content; Testaufgabe
Abstract	Achievement motivation is a well-documented predictor of a variety of positive student outcomes. However, given observed group differences in motivation and related outcomes, motivation instruments should be checked for comparable item and scale functioning. Therefore, the purpose of this study was to evaluate measurement scale comparability and differential item functioning (DIF) in PISA 2015 achievement motivation items across gender and ethnicity using pairwise and multiple-group comparisons. In addition, DIF was investigated in relation to a common base group that reflected the sample average. Results indicated DIF between gender groups and between the base group and female students. For ethnicity, DIF was consistently flagged in pairwise comparisons with Black/African American students and Asian students as well as in base group comparisons. However, the identified DIF had little practical implications. Implications from these findings are discussed, and recommendations for future research are made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01