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ERIC Number: EJ855724
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-1062-7197
Differential Item Functioning Analysis for Accommodated versus Nonaccommodated Students
Finch, Holmes; Barton, Karen; Meyer, Patrick
Educational Assessment, v14 n1 p38-56 2009
The No Child Left Behind act resulted in an increased reliance on large-scale standardized tests to assess the progress of individual students as well as schools. In addition, emphasis was placed on including all students in the testing programs as well as those with disabilities. As a result, the role of testing accommodations has become more central in discussions about test fairness and accessibility as well as evidence of validity. This study seeks to examine whether there exists differential item functioning for math and language items between special education examinees receiving accommodations and those not receiving accommodations. (Contains 8 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Intermediate Grades; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A