Determinants of Differential Item Functioning in an Elementary Mathematics Test With Accommodations
- Authors
- Chae, Soo Eun; Kim, Doyoung; Han, Jae-Ho
- Issue Date
- 5월-2012
- Publisher
- IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
- Keywords
- Accommodation; differential item functioning (DIF); item types; mathematics assessment; measurement equivalence
- Citation
- IEEE TRANSACTIONS ON EDUCATION, v.55, no.2, pp.279 - 284
- Indexed
- SCIE
SCOPUS
- Journal Title
- IEEE TRANSACTIONS ON EDUCATION
- Volume
- 55
- Number
- 2
- Start Page
- 279
- End Page
- 284
- URI
- https://scholar.korea.ac.kr/handle/2021.sw.korea/108586
- DOI
- 10.1109/TE.2011.2170991
- ISSN
- 0018-9359
- 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.
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Collections - Graduate School > Department of Brain and Cognitive Engineering > 1. Journal Articles
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