Abstract
Test fairness is one of the most critical elements in creating assessments. Differential item functioning (DIF) and differential distractor functioning (DDF) analyses play complementary roles in justifying test fairness. This study aims to investigate the correct (i.e., DIF) and incorrect (i.e., DDF) response choices of students based on gender in a standardized high-stakes test administered in Turkey. Given the purpose of this study, the Math section of 2011 Turkish High School Entrance Exam was investigated. For DIF analyses, Mantel Haenszel and Logistic Regression methods were used. For DDF analyses, two odds ratio approaches under the two-parameter logistic-nested logit model and nominal response model were used. According to the findings, in 500 and 1,000 sample sizes, DIF was not detected, however, only a 2,000 sample size indicated significant DIF results. Five DIF items were observed among 20 items, where three out of those five DIF items also showed DDF.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
