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ERIC Number: EJ1101196
Record Type: Journal
Publication Date: 2016-Feb
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1303-0485
Examining Differential Item Functions of Different Item Ordered Test Forms According to Item Difficulty Levels
Çokluk, Ömay; Gül, Emrah; Dogan-Gül, Çilem
Educational Sciences: Theory and Practice, v16 n1 p319-330 Feb 2016
The study aims to examine whether differential item function is displayed in three different test forms that have item orders of random and sequential versions (easy-to-hard and hard-to-easy), based on Classical Test Theory (CTT) and Item Response Theory (IRT) methods and bearing item difficulty levels in mind. In the correlational research, the data from a total of 578 seventh graders were gathered using an Atomic Structures Achievement Test. R programming language and "difR" package were employed for all the analyses. As a result of the analyses, it was concluded that a comparison of IRT- and CTT-based methods indicate a greater number of items with distinctively significant differential item functioning. Different item ordering leads students at the same ability levels to display different performances on the same items. As a result, it is found that item order differentiates the probability of correct response to the items for those at the same ability levels. A test form of sequential easy-to-hard questions brings more advantages than that of a hard-to-easy sequence or a random version. The findings show that it is essential to arrange tests that are employed to make decisions about people in consideration with psychometric principles.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Ankara)
Grant or Contract Numbers: N/A