Establishing Effect Size Guidelines for Interpreting the Results of Differential Bundle Functioning Analyses Using SIBTEST

Autor/inn/en	Walker, Cindy M.; Zhang, Bo; Banks, Kathleen; Cappaert, Kevin
Titel	Establishing Effect Size Guidelines for Interpreting the Results of Differential Bundle Functioning Analyses Using SIBTEST
Quelle	In: Educational and Psychological Measurement, 72 (2012) 3, S.415-434 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164411422250
Schlagwörter	Test Bias; Test Length; Simulation; Guidelines; Effect Size; Evaluation Research; Test Items; Computation; Achievement Gap; Racial Differences; Minority Groups + Suchen Sie Ihr Suchwort? Testkritik; Simulation program; Simulationsprogramm; Richtlinien; Evaluationsforschung; Test content; Testaufgabe; Rassenunterschied; Ethnische Minderheit
Abstract	The purpose of this simulation study was to establish general effect size guidelines for interpreting the results of differential bundle functioning (DBF) analyses using simultaneous item bias test (SIBTEST). Three factors were manipulated: number of items in a bundle, test length, and magnitude of uniform differential item functioning (DIF) against the focal group in each item in a bundle. A secondary purpose was to validate the current effect size guidelines for interpreting the results of single-item DIF analyses using SIBTEST. The results of this study clearly demonstrate that ability estimation bias can only be attributed to DIF or DBF when a large number of items in a bundle are functioning differentially against focal examinees in a small way or a small number of items are functioning differentially against focal examinees in a large way. In either of these situations, the presence of DIF or DBF should be a cause for concern because it would lead one to erroneously believe that distinct groups differ in ability when in fact they do not. (Contains 5 figures, 2 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10