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ERIC Number: ED491248
Record Type: Non-Journal
Publication Date: 2004-Apr-8
Pages: 41
Abstractor: ERIC
Differential Item Functioning and Differential Test Functioning in the "Idaho Standards Achievement Tests" for Spring 2003
Hauser, Carl; Kingsbury, Gage
Northwest Evaluation Association
This study was designed to answer two key questions about the fixed portions of the fourth, eighth, and tenth grade spring 2003 Idaho Standards Achievement Tests (ISAT) in Reading, Language Usage and Mathematics: (1) To what extent do test items exhibit substantive differences in functioning across student groups formed based on ethnicity and based on gender? and (2) What is the collective impact on test characteristics of any substantive differentially functioning items? It is worth mentioning that Differential Item Functioning (DIF) is not quite the same as what has commonly been called "bias." Differential item functioning is an item characteristic that occurs whenever groups differ noticeably in their correct answer frequency, when achievement level is matched. It may be used as part of the process to identify biased items, but is almost always viewed as secondary to a sensitivity review. Because of its statistical nature, many items that are identified as having DIF are not identified as having any difficulty in the sensitivity review. (Contains 14 tables and 18 figures.)
Northwest Evaluation Association. 121 NW Everett Street, Portland, OR 97209. Tel: 503-624-1951; Fax: 503-639-7873; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Grade 10; Grade 4; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Northwest Evaluation Association, OR.
Grant or Contract Numbers: N/A