Differentials of a State Reading Assessment: Item Functioning, Distractor Functioning, and Omission Frequency for Disability Categories

Autor/inn/en	Kato, Kentaro; Moen, Ross E.; Thurlow, Martha L.
Titel	Differentials of a State Reading Assessment: Item Functioning, Distractor Functioning, and Omission Frequency for Disability Categories
Quelle	In: Educational Measurement: Issues and Practice, 28 (2009) 2, S.28-40 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/j.1745-3992.2009.00145.x
Schlagwörter	Learning Disabilities; Language Impairments; Behavior Disorders; Affective Behavior; Grade 5; State Programs; Grade 3; Comparative Testing; Test Bias; Test Items; Reading Tests; Educational Assessment; Student Evaluation; Educational Testing + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Affective disturbance; Active behaviour; Affektive Störung; School year 05; 5. Schuljahr; Schuljahr 05; Regierungsprogramm; School year 03; 3. Schuljahr; Schuljahr 03; Testkritik; Test content; Testaufgabe; Lesetest; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung
Abstract	Large data sets from a state reading assessment for third and fifth graders were analyzed to examine differential item functioning (DIF), differential distractor functioning (DDF), and differential omission frequency (DOF) between students with particular categories of disabilities (speech/language impairments, learning disabilities, and emotional behavior disorders) and students without disabilities. Multinomial logistic regression was employed to compare response characteristic curves (RCCs) of individual test items. Although no evidence for serious test bias was found for the state assessment examined in this study, the results indicated that students in different disability categories showed different patterns of DIF, DDF, and DOF, and that the use of RCCs helps clarify the implications of DIF and DDF. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10