Status : Verified
| Personal Name | Salubayba, Teodora M. |
|---|---|
| Resource Title | Determining differential item functioning in an achievement test using Mantel-Haenszel, item response theory, and logical data analysis |
| Date Issued | March 2013 |
| Abstract | Differential item functioning procedures, namely the Mantel-Haenszel (MH) and Item Response Theory (IRT) one-parameter logistic (1PL) model were investigated in the contexts of reading comprehension and math application among the Grade Six pupils in the six mixed-gender private schools and three all-girl schools run by religious congregation in Luzon and Visayas. MH and IRT-1PL are tests for critical evaluation of items; a means for determining the presence of DIF in the items. These two test DIF procedures having different assumptions were found both effective and sensitive in detecting DIF in the items. They were compared with regard to their effectiveness and sensitivity in detecting DIF in the test items to help test practitioners make informed decisions regarding the choice of DIF procedure, to continue improving the process of test evaluation, to ensure fair tests and assessments, and to review test development practices. In DIF procedures in the study, grouping variables like gender and school type were deemed to influence the performance of pupils in reading comprehension and math application. These two tests both measured ability and required the pupil’s understanding of the passages and inferential skills in reading comprehension; and the application of concepts learned and analysis in math application. IRT-1PL results showed large and consistent differences between the performance of the focal group and the reference group in reading comprehension and math application tests by gender and school-type compared to MH. (Focal group in gender-based DIF in reading comprehension comprised the boys, in math application — the girls; focal group in school type-based DIF in reading comprehension and in math application comprised the girls in mixed-gender schools) IRT-1PL detected more DIF items that were potentially biased against the focal group in all the analyses across comparison groups in the two tests. MH detected fewer DIF items in the two tests acros |
| Degree Course | Doctor of Philosophy in Education (Research and Evaluation) |
| Language | English |
| Keyword | educational tests and measurements, sex differences in education, reading comprehension, mathematical ability, sex differences, academic achievement, Item response theory |
| Material Type | Thesis/Dissertation |
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Category : F - Regular work, i.e., it has no patentable invention or creation, the author does not wish for personal publication, there is no confidential information.
Access Permission : Open Access