Determinants of Differential Item Functioning in an Elementary Mathematics Test With Accommodations

Author

Chae, Soo Eun ; Kim, Doyoung ; Han, Jae-Ho

Author_Institution

Dept. of Human Dev. & Quantitative Methodology, Univ. of Maryland, College Park, MD, USA

Volume

55

Issue

2

fYear

2012

fDate

5/1/2012 12:00:00 AM

Firstpage

279

Lastpage

284

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.

Keywords

education; engineering education; mathematics; psychology; DIF variation; constructed response format; differential item functioning; elementary mathematics test; elementary-level student performance; graphic inclusion; large-scale mathematics assessment; statewide mathematics test; Educational institutions; Graphics; Magnetohydrodynamics; Mathematics; Synthetic aperture sonar; Testing; Accommodation; differential item functioning (DIF); item types; mathematics assessment; measurement equivalence;

fLanguage

English

Journal_Title

Education, IEEE Transactions on

Publisher

ieee

ISSN

0018-9359

Type

jour

DOI

10.1109/TE.2011.2170991

Filename

6054037