Exploring Crossing Differential Item Functioning by Gender in Mathematics Assessment

Ong, Yoke Mooi; Williams, Julian; Lamprianou, Iasonas

doi:10.1080/15305058.2015.1057639

Cited by 8 publications

(6 citation statements)

References 34 publications

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“…These abilities are needed to answer 14 SLiSIS test items which measure Evaluate and design scientific inquiry skills. The results of this study are following several previous DIF studies which benefit the male in measuring mathematical reasoning abilities (Coletta et al, 2012;Reilly, 2012;Stoet & Geary, 2012;Taylor & Lee, 2012;Ong et Al., 2015;Yildirim, 2019).…”

Section: Figure 1 Icc For Items Number 2 and Number 22supporting

confidence: 86%

“…Likewise, it is found that the use of samples that are not equivalent to the presence of DIF can be undetected (Rahmawati, 2019). The DIF methodology study also shows that the non-uniform DIF and Crossing DIF are not the real DIF (Ong et al, 2015;Rouquette et al, 2016;Gómez-Benito et al, 2018). Based on consideration of these methodological aspects, it is necessary to be careful in determining the level of trust when assigning the DIF status of an item.…”

Section: Figure 1 Icc For Items Number 2 and Number 22mentioning

confidence: 99%

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Determination of Gender Differential Item Functioning in Tegal Students' Scientific Literacy Skills with Integrated Science (SLiSIS) Test Using Rasch Model

Susongko

Arfiani

Kusuma

2021

JPII

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The emergence of Differential Item Functioning (DIF) indicates an external bias in an item. This study aims to identify items at scientific literacy skills with integrated science (SLiSIS) test that experience DIF based on gender. Moreover, it is analyzed the emergence of DIF, especially related to the test construct measured, and concluded on how far the validity of the SLiSIS test from the construct validity of consequential type. The study was conducted with a quantitative approach by using a survey or non-experimental methods. The samples of this study were the responses of the SLiSIS test taken from 310 eleventh-grade high school students in the science program from SMA 2 and SMA 3 Tegal. The DIF analysis technique used Wald Test with the Rasch model. From the findings, eight items contained DIF in a 95 % level of trust. In 99 % level of trust, three items contained DIF, items 1, 6, and 38 or 7%. The DIF is caused by differences in test-takers ability following the measured construct, so it is not a test bias. Thus, the emergence of DIF on SLiSIS test items does not threaten the construct validity of the consequential type.

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Section: Figure 1 Icc For Items Number 2 and Number 22supporting

confidence: 86%

Section: Figure 1 Icc For Items Number 2 and Number 22mentioning

confidence: 99%

Determination of Gender Differential Item Functioning in Tegal Students' Scientific Literacy Skills with Integrated Science (SLiSIS) Test Using Rasch Model

Susongko

Arfiani

Kusuma

2021

JPII

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“…Again, from table 1, seven items (5, 12, 14, 17, 22, 25 and 39) out of 50 were DIF free, thus these items did not function differently among examinees being it male or female. The items 1, 2, 3,4,7,8,9,15,16,19,20,23,27,29,31,35,37,38,42,44,45,46, 49 and 50 were in favour of males, whereas the items 6,10,11,13,18,21,24,26,28,30,32,33,34,36,40,41,43,46, 47 and 48 were in favour of females. The nine items that revealed statistically significant uniform DIF had 5 in favour of males and 4 in favour of females, whereas the thirty-four items that revealed statistically significant non-uniform DIF had 18 in favour of males and 16 in favour of females.…”

Section: Gender Differences and It Link To Content Areas Within Mathematicsmentioning

confidence: 98%

Gender-Related Differential Item Functioning of 2015 Wassce Core Mathematics Results in Southern Ghana Using Logistic Regression Procedure

Brew

Cobbinah

2020

ESJ

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Differential item functioning (DIF) occurs when individuals of the same ability level from separate groups have a different probability of answering an item correctly. This study was conducted in two parts: in the first part a real 2015 West African Senior Secondary Certificate Examination (WASSCE) core mathematics test data were analyzed for uniform and nonuniform DIF using binary logistic regression (LR) procedure and in the second part, content analysis of items identified as DIF were classified under the levels of the cognitive domain by experts. Three research questions were formulated for the study. A sample of 4,285 male and 3,712 female candidates were selected from a population of 15,258 candidates who sat for the examination in 2015 from 20 selected schools in Southern Ghana. The instrument for the study was the 50 multiple-choice core mathematics items. The findings showed that there was 43 significant gender differential item functioning items of which 9 were uniform and 34 non-uniform. Also, the content analysis revealed that items that favoured males were mainly number and numeration, algebraic processes, probability and statistics and mensuration whiles plane geometry and coordinate geometry revealed DIF in favour of females. It was concluded that test items used were not free from gender DIF. It was recommended that DIF studies should be conducted by test developers in order to be review or exclude DIF items to enhance fairness in assessment.

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“…The DIF analysis results from these six methods were then compared to examine the compatibility between the approaches for identifying DIF effects. For this purpose, previous research has shown that items containing DIF are frequently found in gender group bias analyses, particularly in numerical domains, such as mathematics (Başman & Kutlu, 2020;Eren et al, 2023;Ong et al, 2015;Wu et al, 2020;Yildirim, 2019). Therefore, in this study, gender is used as the DIF variable.…”

Section: Introductionmentioning

confidence: 99%

Assessing the fairness of mathematical literacy test in Indonesia: Evidence from gender-based differential item function analysis

Kartianom,

Retnawati,

Hidayati

2024

JPR

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Exploring Crossing Differential Item Functioning by Gender in Mathematics Assessment

Cited by 8 publications

References 34 publications

Determination of Gender Differential Item Functioning in Tegal Students' Scientific Literacy Skills with Integrated Science (SLiSIS) Test Using Rasch Model

Determination of Gender Differential Item Functioning in Tegal Students' Scientific Literacy Skills with Integrated Science (SLiSIS) Test Using Rasch Model

Gender-Related Differential Item Functioning of 2015 Wassce Core Mathematics Results in Southern Ghana Using Logistic Regression Procedure

Assessing the fairness of mathematical literacy test in Indonesia: Evidence from gender-based differential item function analysis

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