Interactions Between Item Content and Group Membership on Achievement Test Items

Test forms for two item types were developed that maximized or minimized the differences in average scores between Black and White examinees. The test forms were then administered to random samples of examinees along with conventionally constructed control forms. The results suggest that impact manipulation is possible while maintaining content specifications and average difficulty level. However, the distribution of item difficulties was altered as were the reliability of the experimental sections and the relationships of these sections to other parts of the test.

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“…Some authors have argued that test and item bias are only possible with multidimensional tests --see. for example, Linn and Harnisch (1981).…”

Section: Three Other Analysesmentioning

confidence: 99%

“…One school of thought argues that in order for an item to be biased against a group of examinees, the item must be multidimensional in the sense of measuring more than one latent trait of examinees (Linn and Harnisch, 1981).…”

Section: Evidence For Multidimensionality In the Experimental And Conmentioning

confidence: 99%

Test Construction Manipulating Score Differences Between Black and White Examinees: Properties of the Resulting Tests

Hackett

Holland

Pearlman

et al. 1987

ETS Research Report Series

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“…O uso indevido da linguagem escrita, que possibilitava certa vantagem de um grupo de sujeitos sobre outro, era um desses problemas técnicos. Em suma: muitos dos termos empregados nos testes eram mais familiares a alguns grupos específicos de estudantes, tais como os norteamericanos brancos, originários da classe média (Linn, Harnisch, 1981). Em conseqüência, os sujeitos pertencentes aos grupos minoritários, que não conheciam ou não empregavam cotidianamente esses termos, tinham rendimento mais baixo.…”

Section: Origem Dos Estudos Acerca Do Viés Dos Testes De Rendimentounclassified

Estudo sobre o viés de itens em testes de rendimento: uma retrospectiva

Andriola¹

2006

Estud. Aval. Educ.

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ResumoO texto retrata a origem dos estudos sistemáticos que abordam a temática dos vieses dos itens e dos testes educacionais, ressaltando os procedimentos mais freqüentemente utilizados em tal atividade. Destaca o conceito do termo funcionamento diferencial do item (DIF), caracterizando-o como adverso ou benigno a um determinado grupo demográfico. Além do mais, enfatiza a existência do DIF uniforme ou consistente e do DIF não-uniforme ou inconsistente. Por fim, destaca a idéia central: a presença do DIF é um fator de injustiça à atividade de avaliação educacional. Palavras-chave: testes de rendimento, funcionamento diferencial do item (DIF), avaliação educacional. ResumenEl texto retrata el origen de los estudios sistemáticos sobre el sesgo de los ítems y de los testes educativos, destacando los procedimientos que se utilizan con más frecuencia en tal actividad. Destaca el concepto del término funcionamiento diferencial del ítem (DIF), caracterizándolo como adverso o benéfico a un determinado grupo demográfico. Además, enfatiza la existencia del DIF uniforme o consistente y del DIF no-uniforme o inconsistente. Finalmente, pone de relieve la idea central: la presencia del DIF es un factor de injusticia en la actividad de evaluación educativa. Palabras-clave: testes de rendimiento, funcionamiento diferencial del ítem (DIF), evaluación educativa. AbstractThis paper discusses the origin of systematic studies concerning items bias in achievement tests, emphasizing the proceedings most frequently used in such activities and emphasizes the concept of the term "differential item functioning" (DIF) characterizing it as adverse or benign to a specific demographic group. It also gives prominence to the existence of uniform or consistent DIF as well as non-uniform or inconsistent DIF. It finally emphasizes the central idea: the presence of DIF is a factor of injustice in educational evaluation.

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“…Carlton and Marco (1981) have identified 19 analyses of differences in item performance; Linn & Harnish (1979) and Linn, Levine, Hastings, and Wardrop (1981) offer examples of studies of differential item performance.…”

Section: Introductionmentioning

confidence: 99%

Status of Research on Item Content and Differential Performance on Tests Used in Higher Education

Boldt

1983

ETS Research Report Series

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"Outlier studies" identify items for which extreme differences in performance -byeeft-t:-rast:ing groups occur; these extreme items are the "outliers" referred to. Review of the studies conducted on tests receiving major use in higher education reveals that though one cannot make a priori classifications of outliers with confidence. one can with reasonable confidence predict the relatively advantaged group for many verbal items if they subsequently prove to be outliers as follows: aesthetic-philosophical. human relations or female oriented content relatively favors females as opposed to males; practical affairs. science or male oriented content relatively favors males as opposed to females; science content relatively favors whites as opposed to blacks. For test content that varies in the degree of relatedness to minorities. one would

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Interactions Between Item Content and Group Membership on Achievement Test Items

Cited by 95 publications

References 14 publications

Test Construction Manipulating Score Differences Between Black and White Examinees: Properties of the Resulting Tests

Test Construction Manipulating Score Differences Between Black and White Examinees: Properties of the Resulting Tests

Estudo sobre o viés de itens em testes de rendimento: uma retrospectiva

Status of Research on Item Content and Differential Performance on Tests Used in Higher Education

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