NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1020053
Record Type: Journal
Publication Date: 2014-Jan
Pages: 21
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0265-5322
Examining Differential Item Functioning Trends for English Language Learners in a Reading Test: A Meta-Analytical Approach
Koo, Jin; Becker, Betsy Jane; Kim, Young-Suk
Language Testing, v31 n1 p89-109 Jan 2014
In this study, differential item functioning (DIF) trends were examined for English language learners (ELLs) versus non-ELL students in third and tenth grades on a large-scale reading assessment. To facilitate the analyses, a meta-analytic DIF technique was employed. The results revealed that items requiring knowledge of words and phrases in context favored non-ELLs in grade 3, whereas items requiring evaluation skills favored ELLs in grade 10. However, inconsistent patterns were found across gender and ethnicity. Educational implications are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 3; Grade 10; Elementary Education; Primary Education; Early Childhood Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Florida Comprehensive Assessment Test