Abstract
Differential item functioning (DIF) is when a test item favors or hinders a characteristic exhibited by group members of a test-taking population. DIF analyses are statistical procedures used to determine to what extent the content of an item affects the item endorsement of sub-groups of test-takers. If DIF is found for many items on the test, the final test scores do not represent the same measurement across groups in the population of test-takers. This is known as differential test functioning (DTF). DTF is of particular concern in tertiary level language tests, where test-takers often differ in academic discipline. This study examined the DIF and DTF of an in-house developed assessment designed to measure how well first year students of five academic disciplines achieved material over the course of a year of English language study. The DIF and DTF tests were performed using Rasch analysis, which controls for ability across groups, ensuring that items are only flagged if groups of test-takers of the same ability levels exhibit a significantly different probability of endorsing the item. The current analysis outlines the process for checking for DIF and DTF and finds that even though DTF is unlikely, there were several items that favored and hindered some majors. Recommendations for modification of items are made and the importance of establishing a process to check for DTF and DIF, especially when the test-takers are from different disciplines of study, is discussed.
Highlights
While increasing numbers of Japanese universities are using commercially produced placement examinations for streaming classes by ability, the validity and relevance of the content of some of these tests has been questioned (Chapman, 2005). Weaver (2007) notes that while these assessments may be successful at providing an overall indication of test-takers’ English knowledge, since they are written for the mass market, they do not provide specific enough conclusions by which to place students for that particular institution
The Differential item functioning (DIF) and Differential test functioning (DTF) tests were performed using Rasch analysis, which controls for ability across groups, ensuring that items are only flagged if groups of test-takers of the same ability levels exhibit a significantly different probability of endorsing the item
Recommendations for modification of items are made and the importance of establishing a process to check for DTF and DIF, especially when the test-takers are from different disciplines of study, is discussed
Summary
While increasing numbers of Japanese universities are using commercially produced placement examinations for streaming classes by ability, the validity and relevance of the content of some of these tests has been questioned (Chapman, 2005). Weaver (2007) notes that while these assessments may be successful at providing an overall indication of test-takers’ English knowledge, since they are written for the mass market, they do not provide specific enough conclusions by which to place students for that particular institution. Alderson and Urquhart (1985) for example, studied test-takers with the same first language, using academic major of study to define the sub-groups They analyzed an English-for-specific-purposes reading test and found that academic discipline affected test performance, the effects were inconsistent. If any of these hypotheses are rejected, this would indicate that some of the items are exhibiting DIF and checks for DTF will be performed by comparing mean DIF scores across majors Since this test was designed to measure how well students achieved material from a year of English study, and all students participated in the same mixed-major English classes, no DIF is expected. Item modification may be required prior to future administrations of the assessment
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