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

Soo Eun Chae; Doyoung Kim; Jae Ho Han

doi:10.1109/TE.2011.2170991

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

Soo Eun Chae, Doyoung Kim, Jae Ho Han

Research output: Contribution to journal › Article › peer-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 language	English
Article number	6054037
Pages (from-to)	279-284
Number of pages	6
Journal	IEEE Transactions on Education
Volume	55
Issue number	2
DOIs	https://doi.org/10.1109/TE.2011.2170991
Publication status	Published - 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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10.1109/TE.2011.2170991

Cite this

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

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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