Journal article
Assessing Differential Item Functioning in Direct Writing Assessments: Problems and an Example
Journal of educational measurement, Vol.32(2), pp.163-178
06/1995
DOI: 10.1111/j.1745-3984.1995.tb00461.x
Abstract
The recent emphasis on various types of performance assessments raises questions concerning the differential effects of such assessments on population subgroups. Procedures for detecting differential item functioning (DIF) in data from performance assessments are available but may be hindered by problems that stem from this mode of assessment. Foremost among these are problems related to finding an appropriate matching variable. These problems are discussed and results are presented for three methods for DIF detection in polytomous items using data from a direct writing assessment. The purpose of the study is to examine the effects of using different combinations of internal and external matching variables. The procedures included a generalized Mantel‐Haenszel statistic, a technique based on meta‐analysis methodology, and logistic discriminant function analysis. In general, the results did not support the use of an external matching criterion and indicated that continued problems may be expected in attempts to assess DIF in performance assessments. Copyright © 1995, Wiley Blackwell. All rights reserved
Details
- Title: Subtitle
- Assessing Differential Item Functioning in Direct Writing Assessments: Problems and an Example
- Creators
- Catherine J. Welch - American College TestingTimothy R. Miller - American College Testing
- Resource Type
- Journal article
- Publication Details
- Journal of educational measurement, Vol.32(2), pp.163-178
- Publisher
- Blackwell Publishing Ltd
- DOI
- 10.1111/j.1745-3984.1995.tb00461.x
- ISSN
- 0022-0655
- eISSN
- 1745-3984
- Number of pages
- 16
- Language
- English
- Date published
- 06/1995
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984371276702771
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