Journal article
Detection of Differential Item Functioning in the Cornell Critical Thinking Test across Korean and North American students
Psychological test and assessment modeling, Vol.56(3), pp.275-286
07/01/2014
Abstract
Critical thinking can be considered the conscious process a person does when he or she explores a situation or a problem from different perspectives. Accurate measurement of critical thinking skills, especially across cultures, in part, depends on the instrument’s measurement properties being invariant or similar across those groups. The assessment of item level invariance is a critical component of building a validity argument to ensure scores on the Cornell Critical Thinking Test (CCTT) have similar meaning across cultures. Item Response Theory methods were used to examine differential item functioning by culture in the CCTT-Form X. Results suggest that the items do function similarly across Korean and United States students with only 14% of items displaying DIF. Additionally, the majority of these DIF items appeared on one of the subscales. Practitioners and researchers can have confidence that mean differences observed at the total score level or on 3 of 4 subscales are not a function of a lack of measurement invariance. Findings support the validity of the inferences drawn when comparing students from these two countries.
Details
- Title: Subtitle
- Detection of Differential Item Functioning in the Cornell Critical Thinking Test across Korean and North American students
- Creators
- Brian FrenchBrian HandJeonghee NamHsiao-Ju YenJuan Vazquez
- Resource Type
- Journal article
- Publication Details
- Psychological test and assessment modeling, Vol.56(3), pp.275-286
- Publisher
- PABST Science Publishers
- ISSN
- 2190-0493
- eISSN
- 2190-0507
- Language
- English
- Date published
- 07/01/2014
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984374067702771
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