Abstract:There have been significant changes in the racial/ethnic and linguistic background of students attending public schools in the United States. The number of public‐school students who are English language learners (ELLs) participating in programs of language assistance has more than doubled over the past two decades. In 1993–1994, 5.1% of public‐school students in the United States were ELLs, or an estimated 2.1 million students. As of 2014–2015, 9.4% of students were ELLs, or an estimated 4.6 million students.… Show more
“…One of the common methods for determining the fairness of test components through demographic subgroups can be referred to the DIF (Lambert et al., 2018 ). When underlying true ability was the same for subjects of separate subgroups, but they have a different probability of giving a certain response to an item.…”
ObjectivesDental Anxiety Inventory (DAI‐36) questionnaire is an instrument for assessing dental anxiety. The different perceptions of the questionnaire items in the individual at the same level of underlying dental anxiety may lead to different reported dental anxieties. This study aims to determine the differential item functioning (DIF) of the DAI‐36 measure items.MethodsThe DAI‐36 was completed by 950 participants. An iterative hybrid ordinal logistic regression model was used to detect DIF across gender, education, and age groups. DIF analysis was done by lordif package in R3.1.3 software.ResultsThe chi‐square statistics declared 7, 7, and 4 nonuniform DIF items, and 2, 5, and 4 uniform DIF items across gender, education, and age groups, respectively. ΔR2 was always lower than 0.07 in all uniform and nonuniform DIF items. However, Δβ1 revealed significant uniform DIF in items 1 and 8 across gender (Δβ1(item 1) = 0.0137, Δβ1(item 8) = 0.0124) and items 22 and 27 across age categories (Δβ1(item 22) = 0.0110, Δβ1(item 27) = 0.0136).ConclusionsDIF items had no large magnitude or cancel out each other, so statements phrased in the DAI‐36 questionnaire have equivalent meaning across participants, regardless of their gender, education, and age groups.
“…One of the common methods for determining the fairness of test components through demographic subgroups can be referred to the DIF (Lambert et al., 2018 ). When underlying true ability was the same for subjects of separate subgroups, but they have a different probability of giving a certain response to an item.…”
ObjectivesDental Anxiety Inventory (DAI‐36) questionnaire is an instrument for assessing dental anxiety. The different perceptions of the questionnaire items in the individual at the same level of underlying dental anxiety may lead to different reported dental anxieties. This study aims to determine the differential item functioning (DIF) of the DAI‐36 measure items.MethodsThe DAI‐36 was completed by 950 participants. An iterative hybrid ordinal logistic regression model was used to detect DIF across gender, education, and age groups. DIF analysis was done by lordif package in R3.1.3 software.ResultsThe chi‐square statistics declared 7, 7, and 4 nonuniform DIF items, and 2, 5, and 4 uniform DIF items across gender, education, and age groups, respectively. ΔR2 was always lower than 0.07 in all uniform and nonuniform DIF items. However, Δβ1 revealed significant uniform DIF in items 1 and 8 across gender (Δβ1(item 1) = 0.0137, Δβ1(item 8) = 0.0124) and items 22 and 27 across age categories (Δβ1(item 22) = 0.0110, Δβ1(item 27) = 0.0136).ConclusionsDIF items had no large magnitude or cancel out each other, so statements phrased in the DAI‐36 questionnaire have equivalent meaning across participants, regardless of their gender, education, and age groups.
“…There are various available strategies for interpreting output. The current analysis used McFadden's pseudo R 2 (see Lambert et al, 2018;Paz et al, 2017) to cross-compare each of the three models across items to indicate DIF (Menard, 2000). Results…”
The Assessment of Culturally and Contextually Relevant Supports (ACCReS) was developed in response to the need for well-constructed instruments to measure teachers’ cultural responsiveness and guide decision-making related to professional development needs. The current study sought to evaluate the presence of differential item functioning (DIF) in ACCReS items and the magnitude of DIF, if detected. With a national sample of 999 grade K-12 teachers in the United States, we examined measurement invariance of ACCReS items in relation to responses from (a) racially and ethnically minoritized (REM) youth and white teachers (teacher race), (b) teachers in schools with 0–50% and 51–100% REM youth (student race), and (c) teachers with <1–5 years of teaching experience and teachers with >5 years of experience. Findings suggested that ACCReS items exhibited negligible levels of DIF. The lack of DIF found provides additional evidence for the validity of scores from the ACCReS to assess teachers’ cultural responsiveness. Furthermore, descriptive analyses revealed that teachers were more likely to agree with items pertaining to their own classroom practice than items related to access to adequate training and support. Results inform implications for future educational and measurement research.
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