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SUMMARY:Differential Item and Bundle Functioning in Educational Testing Co
 ntexts - Josip Sabic\, National Centre for External Evaluation of Educatio
 n\, Croatia
DTSTART:20140128T163000Z
DTEND:20140128T173000Z
UID:TALK49893@talks.cam.ac.uk
CONTACT:Chan Yin Wah Fiona
DESCRIPTION:To enhance the fairness of educational tests\, it is important
  to identify the causes of item bias. However\, little progress has been m
 ade in understanding why differential item functioning (DIF) in educationa
 l tests occurs. Shealy and Stout (1993) proposed a multidimensional model 
 of DIF according to which DIF occurs when an item measures some other dime
 nsions besides the one that the test was supposed to measure. Douglas et a
 l. (1996) made an extension to this model in which item bundles are formed
  based on the item characteristics that could be the reason for DIF and an
 alysed for differential bundle functioning (DBF). This strategy is appropr
 iate for testing different hypotheses about the reasons for group differen
 ces in item performance. DBF analyses have higher statistical power than D
 IF analyses as a result of amplification of the differences that could be 
 statistically undetected in the single item approach (Nandakumar\, 1993). 
 In this talk I will present how DIF and DBF analyses can be used in explor
 ing gender differences in mathematics item performance.
LOCATION:Seminar Room\, Department of Psychology\, Downing Site\, Cambridg
 e
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