NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ953647
Record Type: Journal
Publication Date: 2012
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1090-4018
Differential Item Functioning in While-Listening Performance Tests: The Case of the International English Language Testing System (IELTS) Listening Module
Aryadoust, Vahid
International Journal of Listening, v26 n1 p40-60 2012
This article investigates a version of the International English Language Testing System (IELTS) listening test for evidence of differential item functioning (DIF) based on gender, nationality, age, and degree of previous exposure to the test. Overall, the listening construct was found to be underrepresented, which is probably an important cause of the observed lack of significant correlation between awarded scores on while-listening performance (WLP) tests and subsequent academic performance. Some short answer items were biased toward higher-ability subgroups, likely due to those test takers' higher ability to apply what they had understood. Finally, some multiple-choice questions (MCQs) with few options likely encouraged attempts at lucky guesses, particularly among low-ability people who had received training in test-taking strategies. Implications for listening assessment and language education are discussed. (Contains 1 table, 1 figure and 1 footnote.)
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: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malaysia; Philippines; Singapore
Identifiers - Assessments and Surveys: International English Language Testing System