NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1144207
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0895-7347
For Which Boys and Which Girls Are Reading Assessment Items Biased Against? Detection of Differential Item Functioning in Heterogeneous Gender Populations
Grover, Raman K.; Ercikan, Kadriye
Applied Measurement in Education, v30 n3 p178-195 2017
In gender differential item functioning (DIF) research it is assumed that all members of a gender group have similar item response patterns and therefore generalizations from group level to subgroup and individual levels can be made accurately. However DIF items do not necessarily disadvantage every member of a gender group to the same degree, indicating existence of heterogeneity of response patterns within gender groups. In this article the impact of heterogeneity within gender groups on DIF investigations was investigated. Specifically, it was examined whether DIF results varied when comparing males versus females, gender × socioeconomic status subgroups and latent classes of gender. DIF analyses were conducted on reading achievement data from the Canadian sample of the Programme of International Student Assessment 2009. Results indicated considerable heterogeneity within males and females and DIF results were found to vary when heterogeneity was taken into account versus when it was not.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A