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ERIC Number: ED247237
Record Type: RIE
Publication Date: 1984-Apr
Pages: 15
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Interpretation of Differential Item Performance Accompanied by Gender Differences in Academic Background.
Doolittle, Allen E.
The definition of differential item performance (DIP), often referred to as item bias, is discussed. DIP is suggested as a comprehensive term to encompass item bias (item invalidity which is unfair to certain population subgroups) and instructional bias (a valid reflection of group differences in instruction or background). This study investigated the plausibility of an instructional bias interpretation of DIP as it results from gender differences on mathematics achievement items. The data from a national administration of the Mathematics Usage subtest of the ACT Assessment was used in the investigation. The results indicated that there was the large instructional effect as predicted. However, there was also a smaller, gender effect on the performance of some items. (Author/DWH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: ACT Assessment; Differential Item Performance
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).