Open AccessANALYSIS OF DIFFERENTIAL ITEM FUNCTIONING IN THE NAEP HISTORY ASSESSMENT
Author(s) -
Zwick Rebecca,
Ercikan Kadriye
Publication year - 1988
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/j.2330-8516.1988.tb00322.x
Subject(s) - differential item functioning , psychology , item response theory , ethnic group , standardized test , item analysis , conditioning , statistics , developmental psychology , psychometrics , mathematics education , mathematics , sociology , anthropology
The Mantel‐Haenszel approach for investigating differential item functioning (DIF) was applied to U.S. history items that were administered as part of the National Assessment of Educational Progress (NAEP). On some items, Blacks, Hispanics, and females performed more poorly than other students, conditional on number‐right score. It was hypothesized that this resulted in part from the fact that ethnic and gender groups differed in their exposure to the material included in the assessment. Supplementary Mantel‐Haenszel analyses were undertaken in which the number of historical periods studied, as well as score, was used as a conditioning variable. Contrary to expectation, the additional conditioning did not lead to a reduction in the number of DIF items. Both methodological and substantive explanations for this unexpected result were explored.