Examining the Effectiveness of Test Accommodation Using DIF and a Mixture IRT Model

Autor/inn/en	Cho, Hyun-Jeong; Lee, Jaehoon; Kingston, Neal
Titel	Examining the Effectiveness of Test Accommodation Using DIF and a Mixture IRT Model
Quelle	In: Applied Measurement in Education, 25 (2012) 4, S.281-304 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2012.714682
Schlagwörter	Testing Accommodations; Test Bias; Item Response Theory; Validity; Test Items; Test Format; Difficulty Level; Student Characteristics; Disabilities; Sex; Ethnicity; Academic Ability; Mathematics Tests; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Testkritik; Item-Response-Theorie; Gültigkeit; Test content; Testaufgabe; Testentwicklung; Schwierigkeitsgrad; Handicap; Behinderung; Geschlecht; Geschlechtsverkehr; Ethnizität; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	This study examined the validity of test accommodation in third-eighth graders using differential item functioning (DIF) and mixture IRT models. Two data sets were used for these analyses. With the first data set (N = 51,591) we examined whether item type (i.e., story, explanation, straightforward) or item features were associated with item difficulty, item discrimination, or DIF. The second data set (N = 3,452) was used to investigate whether observed DIF was related to students' accommodation status, gender, race, disability, or latent academic ability. Item types and features were significantly related to item difficulty but not to DIF. Story items were not always more difficult than explanation or straightforward items. Observed DIF was partially explained by an interaction of accommodation use and academic ability. Limitations and implications of this study are discussed, and suggestions for future research are offered. (Contains 4 footnotes and 10 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10