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ERIC Number: EJ972262
Record Type: Journal
Publication Date: 2012
Pages: 26
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0895-7347
Are Inferential Reading Items More Susceptible to Cultural Bias than Literal Reading Items?
Banks, Kathleen
Applied Measurement in Education, v25 n3 p220-245 2012
The purpose of this article is to illustrate a seven-step process for determining whether inferential reading items were more susceptible to cultural bias than literal reading items. The seven-step process was demonstrated using multiple-choice data from the reading portion of a reading/language arts test for fifth and seventh grade Hispanic, Black, and White examinees. The process began at the broadest level of analyzing bundles of items for differential bundle functioning and finished at the narrowest level of analyzing individual items for differential distractor functioning. Some evidence was found to indicate that inferential items are more susceptible to cultural bias than literal items. Implications of the results are discussed, and suggestions for item writers and test developers are given. (Contains 8 tables, 2 figures, and 3 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Grade 5; Grade 7; Intermediate Grades; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: TerraNova Multiple Assessments