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ERIC Number: ED527685
Record Type: Non-Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-1548-6613
Detecting a Gender-Related DIF Using Logistic Regression and Transformed Item Difficulty
Abedlaziz, Nabeel; Ismail, Wail; Hussin, Zaharah
Online Submission, US-China Education Review B 5 p734-744 2011
Test items are designed to provide information about the examinees. Difficult items are designed to be more demanding and easy items are less so. However, sometimes, test items carry with their demands other than those intended by the test developer (Scheuneman & Gerritz, 1990). When personal attributes such as gender systematically affect examinee performance on an item, the result can be DIF (differential item functioning). The purpose of this study was to examine gender differences in performance on multiple-choice mathematical ability test, designed to match six grade curriculums. The LR (logistic regression) method and transformed item difficulty were used to detect a gender related DIF. A random sample of 800 tenth grade students was selected. DIF analysis indicated that: (1) Females showed a statistically significant and consistent advantage over males on numerical ability, whereas men showed a consistent advantage over females on spatial ability and deductive ability; (2) The percentage of agreement between the two approaches in detecting DIF is relatively low; and (3) Gender differences in mathematics may well be linked to content. (Contains 3 tables.)
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 10; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Jordan