For Which Boys and Which Girls Are Reading Assessment Items Biased Against? Detection of Differential Item Functioning in Heterogeneous Gender Populations

Grover, Raman; Ercikan, Kadriye

doi:10.1080/08957347.2017.1316276

Cited by 12 publications

(11 citation statements)

References 24 publications

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“…Results from our study should be interpreted within the context of some limitations. There were only five motivation items, and DIF with short scales is less reliable (e.g., Cheema, 2019;Chen & Jiao, 2014;Grover & Ercikan, 2017;Scott et al, 2009;Taylor & Lee, 2011). Moreover, the PISA technical manual does not fully describe the theoretical basis for the five items or how they were developed, reviewed, or selected (OECD, 2017b).…”

Section: Implications Future Research and Limitationsmentioning

confidence: 99%

“…They found that two motivation items (ST29Q01 and ST29Q03) showed DIF between gender groups. However, the majority of DIF studies of PISA tests have focused on cognitive items related to science, reading, and math (e.g., Cheema, 2019; Chen & Jiao, 2014; Grover & Ercikan, 2017; Taylor & Lee, 2011), with few researchers evaluating the PISA background questionnaire and attitudinal items. Moreover, no one has examined the comparability of PISA motivation items between gender and ethnicity groups using the U.S. sample.…”

Section: Literature Review Achievement Motivationmentioning

confidence: 99%

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

Bialo

2022

Journal of Psychoeducational Assessment

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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.

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Section: Implications Future Research and Limitationsmentioning

confidence: 99%

Section: Literature Review Achievement Motivationmentioning

confidence: 99%

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

Bialo

2022

Journal of Psychoeducational Assessment

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“…However, each DIF method can be applied to different statistical software. As a result of the necessity of using various DIF detection methods, literature reports use of more than one statistical software in one research (Adedoyin, 2010;Akalın, 2014;Çepni, 2011;Gök, Kelecioğlu and Doğan, 2010;Grover and Ercikan, 2017;Karakoç-Alatlı and Çokluk-Bökeoğlu, 2018;Lyons-Thomas, Sandilands and Ercikan, 2014;Stoneberg, 2004;Walzebug, 2014;Yıldırım, 2015).…”

Section: Purpose and Significancementioning

confidence: 99%

Değişen Madde Fonksiyonunun Belirlenmesinde R Kullanımı: Ortaöğretime Geçiş Sınavı Fen Alt Testi

Alatli¹,

Şenel²

2020

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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Balıkesir Üniversitesi Öz Değişen Madde Fonksiyonunun (DMF) belirlenmesi, bir testin ve testten alınan puanların geçerliğine ilişkin önemli göstergeler sunmaktadır. difR paketi ise farklı DMF belirleme yöntemlerinin uygulanmasına izin vererek araştırmacılara ve uygulayıcılara büyük kolaylık sağlayan R paketidir. Bu araştırmanın temel amacı örnek bir araştırma verisi üzerinden, difR paketinde farklı DMF belirleme yöntemlerine ilişkin; yazılım kurulumu, varsayımların incelenmesi, analiz adımları ve analiz sonuçlarının yorumlanması için izlenen sürecin resmedilmesidir. Bu temel amaç doğrultusunda Türkiye'de 8. sınıf öğrencilerine uygulanan Ortaöğretime Geçiş Sınavı 2018 uygulamasında yer alan fen maddelerinin, madde sıra etkisi bakımından DMF gösterme durumları incelenmiştir. Bu yönüyle araştırma tarama modelinde bir araştırmadır. Araştırmada sıklıkla kullanılan DMF belirleme yöntemlerinden Klasik Test Kuramına dayalı Mantel-Haenszel, Lojistik Regresyon ve SIBTEST ile Madde Tepki Kuramına dayalı Olabilirlik Oran yöntemlerine ilişkin adımlar ele alınmıştır. DMF analizleri sonucu elde edilen bulgulara göre fen maddelerinin madde sıra etkisi bakımından çoğunlukla DMF göstermediği ya da ihmal edilebilir düzeyde DMF gösterdiği sonucuna ulaşılmıştır.

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“…Yet, response times and the relationship between speed and ability might also be considered as criteria for a comparison of response processes between test administrations with different properties [8]. Such mode effect studies often focus on the degree of measurement invariance (e.g., [9]), typically excluding effects of betweenperson characteristics, such as gender, either as differential item functioning (DIF, e.g., [10]) or ability difference at the population level (e.g., [11,12]).…”

Section: Invariance Of the Response Processes Between Gender And Modementioning

confidence: 99%

Invariance of the Response Processes Between Gender and Modes in an Assessment of Reading

Kroehne

Hahnel

Goldhammer

2019

Front. Appl. Math. Stat.

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In this paper, we developed a method to extract item-level response times from log data that are available in computer-based assessments (CBA) and paper-based assessments (PBA) with digital pens. Based on response times that were extracted using only time differences between responses, we used the bivariate generalized linear IRT model framework (B-GLIRT, [1]) to investigate response times as indicators for response processes. A parameterization that includes an interaction between the latent speed factor and the latent ability factor in the cross-relation function was found to fit the data best in CBA and PBA. Data were collected with a within-subject design in a national add-on study to PISA 2012 administering two clusters of PISA 2009 reading units. After investigating the invariance of the measurement models for ability and speed between boys and girls, we found the expected gender effect in reading ability to coincide with a gender effect in speed in CBA. Taking this result as indication for the validity of the time measures extracted from time differences between responses, we analyzed the PBA data and found the same gender effects for ability and speed. Analyzing PBA and CBA data together we identified the ability mode effect as the latent difference between reading measured in CBA and PBA. Similar to the gender effect the mode effect in ability was observed together with a difference in the latent speed between modes. However, while the relationship between speed and ability is identical for boys and girls we found hints for mode differences in the estimated parameters of the cross-relation function used in the B-GLIRT model.Technology-based assessments offer the possibility to collect additional log data, including response times as the amount of time test-takers spend responding to particular questions or tasks. Primarily, response times provide information about test-takers' speed, which-if not considered-might confound comparisons of test-takers' ability [2] due to inter-individual differences in the speed-ability compromise [3]. Response times can allow inferences about response processes [4,5]. Although at the individual level response times are influenced by multiple factors [6], the comparison of characteristics at the group level, such as the between-person relationship of speed

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For Which Boys and Which Girls Are Reading Assessment Items Biased Against? Detection of Differential Item Functioning in Heterogeneous Gender Populations

Cited by 12 publications

References 24 publications

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

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

Değişen Madde Fonksiyonunun Belirlenmesinde R Kullanımı: Ortaöğretime Geçiş Sınavı Fen Alt Testi

Invariance of the Response Processes Between Gender and Modes in an Assessment of Reading

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