On the Relationship Between Differential Item Functioning and Item Difficulty: An Issue of Methods? Item Response Theory Approach to Differential Item Functioning

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dc.contributor.authorVeronica Santelices, Maria
dc.contributor.authorWilson, Mark
dc.date.accessioned2024-01-10T13:15:55Z
dc.date.available2024-01-10T13:15:55Z
dc.date.issued2012
dc.description.abstractThe relationship between differential item functioning (DIF) and item difficulty on the SAT is such that more difficult items tended to exhibit DIF in favor of the focal group (usually minority groups). These results were reported by Kulick and Hu, and Freedle and have been enthusiastically discussed by more recent literature. Examining the validity of the original reports of this systematic relationship is important so that we can move on to investigating more effectively its causes and the consequences associated to test score use. This article explores the hypothesis that the observed relationship between DIF and item difficulty observed in the SAT could be because of one of the following explanations: (a) the confounding of DIF and impact by the shortcomings of the standardization approach and/or (b) by random guessing. The relationship between DIF and item difficulty is examined using item response theory, which better controls for differences between impact and DIF than the standardization approach and also allows us to test the importance of guessing. The results obtained generally find evidence in support of the relationship between item difficulty and DIF suggesting that the phenomenon reported by earlier research is not a mere artifact of the statistical methodologies used to study DIF.
dc.description.funderUC ACCORD
dc.fechaingreso.objetodigital2024-05-13
dc.format.extent32 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1177/0013164411412943
dc.identifier.issn0013-1644
dc.identifier.urihttps://doi.org/10.1177/0013164411412943
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/78543
dc.identifier.wosidWOS:000300176100001
dc.information.autorucEducación;Santelices M;S/I;83849
dc.issue.numero1
dc.language.isoen
dc.nota.accesoSin adjunto
dc.pagina.final36
dc.pagina.inicio5
dc.publisherSAGE PUBLICATIONS INC
dc.revistaEDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT
dc.rightsregistro bibliográfico
dc.subjectdifferential item functioning
dc.subjectbias
dc.subjectSAT
dc.subjectitem response theory
dc.subjectstandardization approach
dc.subjectSTANDARDIZATION APPROACH
dc.subjectBIAS
dc.subjectMODEL
dc.subjectSAT
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleOn the Relationship Between Differential Item Functioning and Item Difficulty: An Issue of Methods? Item Response Theory Approach to Differential Item Functioning
dc.typeartículo
dc.volumen72
sipa.codpersvinculados83849
sipa.indexWOS
sipa.indexScopus
sipa.trazabilidadCarga SIPA;09-01-2024
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