A Gender–Related Differential Item Functioning Study of an English Test

Geramipour, Masoud; Shahmirzadi, Niloufar

doi:10.18823/asiatefl.2019.16.2.15.674

Cited by 2 publications

(1 citation statement)

References 27 publications

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“…If the scale item shows a difference between groups of individuals of equal ability due to characteristics other than the measured trait, then the item has a differential functioning (Aryadoust, 2018;Geramipour, 2020). Such requirements are an important requirement in building the scale and verifying its fairness (Geramipour & Shahmirzadi, 2019) and a prerequisite for the development of tests used in making decisions as it affects the parameters of test items (Nawafleh, 2017). International organizations concerned with test preparation in education and psychology such as the American Educational Research Association (AERA), the American Psychological Association (APA) and the National Council for Measurement in Education (NCME), have considered the differential item functioning (DIF) a necessary standard when preparing and publishing tests (Geramipour, 2020).…”

Section: Introductionmentioning

confidence: 99%

Differential Item Functioning of Verbal Ability Test in the Gulf Multiple Mental Abilities Scale by Mental-Haenszel and Likelihood Ratio Test

Ajmi¹,

Mustakim²,

Roslan³

et al. 2023

IJARBSS

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The purpose of this study was to examine the differential item functioning (DIF) of verbal ability test items by gender (male vs female) and country (Oman vs the rest of the Gulf countries) using the Mantel-Haenszel (MH) and the Likelihood Ratio Test (LRT) methods which will be reflected on the accuracy of the test results. The sample was 2688 students in grades five and six and to achieve the study's objectives, MH was applied using the SPSS program and LRT using the BILOG-MG program. The classification stability coefficient kappa (κ) used to know the agreement ratio between the two methods was calculated to detect differential performance. The results using MH showed that 16.7% of items exhibited DIF in relation to gender, and 33.3% regarding country. Additionally, results showed that DIF utilizing LRT was evident for 10% of the items with respect to gender and 30% of to the country. The agreement between the MH approach and LRT for gender was quite high (κ = 0.725). The agreement between the MH approach and LRT for the country was also quite high (κ = 0.655). The study recommended further study to investigate of the causes of the differential functioning of some items of the verbal ability test.

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Section: Introductionmentioning

confidence: 99%

Differential Item Functioning of Verbal Ability Test in the Gulf Multiple Mental Abilities Scale by Mental-Haenszel and Likelihood Ratio Test

Ajmi¹,

Mustakim²,

Roslan³

et al. 2023

IJARBSS

View full text Add to dashboard Cite

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A gender difference and grade difference of the difficulty level of the straddle vault movement in the vaulting box exercise of elementary school children

Sano

Kokudo

2021

Japan Journal of Human Growth and Development Research

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The purpose of this study is to clarify the gender and grade differences in the movements that compose the straddle vault of elementary school children. Participants included 453 children (220 boys and 233 girls) from the third to the sixth grade. They performed the straddle vault；their movements were recorded using a video camera from the front and left sides. After the assessment by the observational evaluation criteria and selecting the effective items for the analysis, the item parameters were estimated using the graded response model of the item response theory. For each item, the differential item functioning(DIF)was detected using the likelihood ratio test with gender and grade as conditions. The results are summarized as follows： 1．In girls, the difficulty of making a body axis, grounding on the forefoot, and extending the legs during a springy take-off are higher than in boys. 2．In boys, the difficulty of directing their eyes to the landing position when releasing hands from the box is higher than in girls. 3．In the third and fourth grades, the difficulty of keeping arms close, touching both feet at the same time, and extending the legs at the take-off phase are higher than that in the fifth and sixth grades. 4．In the fifth and sixth grades, the difficulty of making a static posture on landing is higher than that in the third and fourth grades.

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A Gender–Related Differential Item Functioning Study of an English Test

Cited by 2 publications

References 27 publications

Differential Item Functioning of Verbal Ability Test in the Gulf Multiple Mental Abilities Scale by Mental-Haenszel and Likelihood Ratio Test

Differential Item Functioning of Verbal Ability Test in the Gulf Multiple Mental Abilities Scale by Mental-Haenszel and Likelihood Ratio Test

A gender difference and grade difference of the difficulty level of the straddle vault movement in the vaulting box exercise of elementary school children

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