Determinants of differential item functioning in an elementary mathematics test with accommodations

Soo Eun Chae, Doyoung Kim, Jae Ho Han

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Those items or test characteristics that are likely to result in differential item functioning (DIF) across accommodated test forms in statewide tests have received little attention. An examination of elementary-level student performance across accommodated test forms in a large-scale mathematics assessment revealed DIF variations by grades, accommodation conditions, graphic inclusion, and item types (i.e., constructed response versus multiple choice). In general, items with a lower grade, graphic, constructed-response format appear to benefit accommodated examinees for a statewide mathematics test.

    Original languageEnglish
    Article number6054037
    Pages (from-to)279-284
    Number of pages6
    JournalIEEE Transactions on Education
    Volume55
    Issue number2
    DOIs
    Publication statusPublished - 2012

    Bibliographical note

    Funding Information:
    Manuscript received August 05, 2011; accepted September 15, 2011. Date of publication October 19, 2011; date of current version May 01, 2012. This work was supported by the World Class University Program funded by the Ministry of Education, Science, and Technology through the National Research Foundation of Korea (R31-10008).

    Keywords

    • Accommodation
    • differential item functioning (DIF)
    • item types
    • mathematics assessment
    • measurement equivalence

    ASJC Scopus subject areas

    • Education
    • Electrical and Electronic Engineering

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