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Peer reviewed Peer reviewed
Scheuneman, Janice Dowd; Grima, Angela – Applied Measurement in Education, 1997
Differential item functioning for female-male and black-white groups and two samples of white males who differed in mathematical training were studied using data from 104 items from the Graduate Record Examination. Verbal properties of items were associated with differential performance of men and women but not of blacks and whites. (SLD)
Descriptors: Black Students, Females, Item Bias, Mathematics Achievement
Peer reviewed Peer reviewed
Scheuneman, Janice Dowd – Journal of Educational Measurement, 1987
This study evaluated 16 hypotheses concerning possible sources of bias in test items on the Graduate Record Examination General Test. Ten of the hypotheses showed interactions between group membership and the item version indicating a differential effect of the item manipulation on the performance of Black and White examinees. (Author/LMO)
Descriptors: Blacks, College Entrance Examinations, Higher Education, Hypothesis Testing
Peer reviewed Peer reviewed
Scheuneman, Janice Dowd; Gerritz, Kalle – Journal of Educational Measurement, 1990
Differential item functioning (DIF) methodology for revealing sources of item difficulty and performance characteristics of different groups was explored. A total of 150 Scholastic Aptitude Test items and 132 Graduate Record Examination general test items were analyzed. DIF was evaluated for males and females and Blacks and Whites. (SLD)
Descriptors: Black Students, College Entrance Examinations, College Students, Comparative Testing