ERIC Number: ED389715
Record Type: Non-Journal
Publication Date: 1988-Jul
Reference Count: N/A
Relationship between Item Characteristics and an Index of Differential Item Functioning (DIF) for the Four GRE Verbal Item Types. GRE Board Professional Report No. 85-3P.
Freedle, Roy; Kostin, Irene
The first of two studies reported examined the factors that predict differences in item responses for black and white matched examinees to analogies on the Graduate Record Examinations (GRE). Data were taken from 13 forms of the GRE Verbal Test, with a median sample size of 21,000 whites and a median sample size of 1,400 blacks for the purpose of computing Differential Item Functioning (DIF) values for each test form. Three factors were found independently to predict differential item responses to 234 GRE analogies: (1) item difficulty; (2) analogy stems with a part/whole relationship; and (3) analogy stems with an "attribute" relationship. A study of 220 Scholastic Aptitude Test (SAT) analogy items found very similar results. For both GRE and SAT analogies, black examinees performed differentially better than matched white examinees on the hard analogy items. Study II used the same forms to explore the importance of item difficulty as a predictor of differential item responses of blacks and whites for other verbal item types (antonyms, sentence completions, and reading comprehension). Item difficulty was found to be an important predictor of the observed differences. Several hypotheses were advanced to account for some of the observed ethnic differences. Appendix A gives sample means and standard deviations. Appendix B lists variable labels and intercorrelations. (Contains 11 tables and 36 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Graduate Record Examinations Board, Princeton, NJ.
Authoring Institution: Educational Testing Service, Princeton, NJ.
Identifiers - Assessments and Surveys: Graduate Record Examinations; SAT (College Admission Test)