Using Explanatory Item Response Theory Modeling to Investigate Context Effects of Differential Item Functioning for Students with Disabilities

Autor/inn/en	Randall, Jennifer; Cheong, Yuk Fai; Engelhard, George, Jr.
Titel	Using Explanatory Item Response Theory Modeling to Investigate Context Effects of Differential Item Functioning for Students with Disabilities
Quelle	In: Educational and Psychological Measurement, 71 (2011) 1, S.129-147 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164410391577
Schlagwörter	Item Response Theory; Models; Context Effect; Test Bias; Disabilities; High Stakes Tests; Grade 7; Middle School Students; Testing Accommodations; Mathematics Tests; Georgia; Georgia Criterion Referenced Tests + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Analogiemodell; Testkritik; Handicap; Behinderung; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	To address whether or not modifications in test administration influence item functioning for students with disabilities on a high-stakes statewide problem-solving assessment, a sample of 868 students (with and without disabilities) from 74 Georgia schools were randomly assigned to one of three testing conditions (resource guide, calculator, or standard administration). The authors describe a conceptual framework for investigating measurement invariance, specifically differential item functioning within the context of assessing students with disabilities. Specifically, we illustrate how the hierarchical generalized linear model, an explanatory model that incorporates item response models into hierarchical models in multilevel settings, can be used to explore issues of measurement invariance traditionally addressed using descriptive item response models, that is, the many-facet Rasch model. Results obtained from the two approaches are reported and discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10