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ERIC Number: EJ933580
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1530-5058
Exploration of the Validity of Gender Differences in Mathematics Assessment Using Differential Bundle Functioning
Ong, Yoke Mooi; Williams, Julian Scott; Lamprianou, Iasonas
International Journal of Testing, v11 n3 p271-293 2011
The aims of this study are (a) to examine the sources of differential functioning by gender via differential bundle functioning (DBF) in mathematics assessment and (b) to use DBF to explore whether the differential functioning displayed is construct-relevant or construct-irrelevant. Three qualitatively different areas, namely curriculum domains, test modality, and problem presentation, were investigated using the Roussos and Stout (1996) multidimensionality-based differential item functioning analysis paradigm with an adaptation of the Logistic Regression approach to model DBF. An empirical dataset from a mathematics national examination of 11-year-old pupils in England was analyzed. We argue that DBF found in curriculum domains may be construct-relevant of the measure, whereas problem presentation and test modality include arguably construct-irrelevant and so may indicate gender bias. (Contains 4 tables and 1 figure.)
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 - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)