An Intersectional Approach to DIF: Comparing Outcomes across Methods
Recent research provides evidence that an intersectional approach to defining reference and focal groups results in a higher percentage of comparisons flagged for potential DIF. The study presented here examined the generalizability of this pattern across methods for examining DIF. While the level o...
Gespeichert in:
| Veröffentlicht in: | Educational assessment 2022-04, Vol.27 (2), p.115-135 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 135 |
|---|---|
| container_issue | 2 |
| container_start_page | 115 |
| container_title | Educational assessment |
| container_volume | 27 |
| creator | Russell, Michael Szendey, Olivia Li, Zhushan |
| description | Recent research provides evidence that an intersectional approach to defining reference and focal groups results in a higher percentage of comparisons flagged for potential DIF. The study presented here examined the generalizability of this pattern across methods for examining DIF. While the level of DIF detection differed among the four methods examined, the pattern in which the intersectional approach yielded a substantially larger percentage of flagged comparisons compared to the traditional approach was consistent across three of the four methods. The study explores implications that an intersectional approach to examining differential item functioning has for use by large-scale test development programs and identifies further research needed to support the adoption of an intersectional approach to DIF analyses. |
| doi_str_mv | 10.1080/10627197.2022.2094757 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1080_10627197_2022_2094757</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1366487</ericid><sourcerecordid>2698995068</sourcerecordid><originalsourceid>FETCH-LOGICAL-c360t-17d23e761cdc0c3aa6c411397e7c21b3af6f69c661841a09ecb6db7411e5c8823</originalsourceid><addsrcrecordid>eNp9kMtOwzAQRS0EEqXwCZUssQ74kdgxK6o-oKioG1hbruPQVEkcbFeof49DCks2MyPNuTNXF4AJRncY5egeI0Y4FvyOIEJiESnP-BkY4YyShAnOz-McmaSHLsGV93uEEGeCjMB82sJVG4zzRofKtqqG065zVukdDBbOV8sHOLNNp1zVfsDNIWjbGA-VdtZ7-GrCzhb-GlyUqvbm5tTH4H25eJs9J-vN02o2XSeaMhQSzAtCDWdYFxppqhTTKcZUcMM1wVuqSlYyoRnDeYoVEkZvWbHlkTGZznNCx-B2uBsNfh6MD3JvDy569pIwkQuRIZZHKhuoH4_OlLJzVaPcUWIk-8Dkb2CyD0yeAou6yaAzrtJ_msULpoyleb9_HPZVW1rXqC_r6kIGdaytK51qdeUl_f_FN1EAehc</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2698995068</pqid></control><display><type>article</type><title>An Intersectional Approach to DIF: Comparing Outcomes across Methods</title><source>EBSCOhost Education Source</source><creator>Russell, Michael ; Szendey, Olivia ; Li, Zhushan</creator><creatorcontrib>Russell, Michael ; Szendey, Olivia ; Li, Zhushan</creatorcontrib><description>Recent research provides evidence that an intersectional approach to defining reference and focal groups results in a higher percentage of comparisons flagged for potential DIF. The study presented here examined the generalizability of this pattern across methods for examining DIF. While the level of DIF detection differed among the four methods examined, the pattern in which the intersectional approach yielded a substantially larger percentage of flagged comparisons compared to the traditional approach was consistent across three of the four methods. The study explores implications that an intersectional approach to examining differential item functioning has for use by large-scale test development programs and identifies further research needed to support the adoption of an intersectional approach to DIF analyses.</description><identifier>ISSN: 1062-7197</identifier><identifier>EISSN: 1532-6977</identifier><identifier>DOI: 10.1080/10627197.2022.2094757</identifier><language>eng</language><publisher>Philadelphia: Routledge</publisher><subject>Advantaged ; Comparative Analysis ; Disadvantaged ; Educational evaluation ; Elementary School Students ; Evaluation Methods ; Gender Differences ; Generalization ; Grade 5 ; Intersectionality ; Item Analysis ; Language Arts ; Race ; Regression (Statistics) ; Student Characteristics ; Test Bias ; Test Construction ; Test Items</subject><ispartof>Educational assessment, 2022-04, Vol.27 (2), p.115-135</ispartof><rights>2022 Taylor & Francis Group, LLC 2022</rights><rights>2022 Taylor & Francis Group, LLC</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c360t-17d23e761cdc0c3aa6c411397e7c21b3af6f69c661841a09ecb6db7411e5c8823</citedby><cites>FETCH-LOGICAL-c360t-17d23e761cdc0c3aa6c411397e7c21b3af6f69c661841a09ecb6db7411e5c8823</cites><orcidid>0000-0003-2902-4463</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27923,27924</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1366487$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Russell, Michael</creatorcontrib><creatorcontrib>Szendey, Olivia</creatorcontrib><creatorcontrib>Li, Zhushan</creatorcontrib><title>An Intersectional Approach to DIF: Comparing Outcomes across Methods</title><title>Educational assessment</title><description>Recent research provides evidence that an intersectional approach to defining reference and focal groups results in a higher percentage of comparisons flagged for potential DIF. The study presented here examined the generalizability of this pattern across methods for examining DIF. While the level of DIF detection differed among the four methods examined, the pattern in which the intersectional approach yielded a substantially larger percentage of flagged comparisons compared to the traditional approach was consistent across three of the four methods. The study explores implications that an intersectional approach to examining differential item functioning has for use by large-scale test development programs and identifies further research needed to support the adoption of an intersectional approach to DIF analyses.</description><subject>Advantaged</subject><subject>Comparative Analysis</subject><subject>Disadvantaged</subject><subject>Educational evaluation</subject><subject>Elementary School Students</subject><subject>Evaluation Methods</subject><subject>Gender Differences</subject><subject>Generalization</subject><subject>Grade 5</subject><subject>Intersectionality</subject><subject>Item Analysis</subject><subject>Language Arts</subject><subject>Race</subject><subject>Regression (Statistics)</subject><subject>Student Characteristics</subject><subject>Test Bias</subject><subject>Test Construction</subject><subject>Test Items</subject><issn>1062-7197</issn><issn>1532-6977</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><recordid>eNp9kMtOwzAQRS0EEqXwCZUssQ74kdgxK6o-oKioG1hbruPQVEkcbFeof49DCks2MyPNuTNXF4AJRncY5egeI0Y4FvyOIEJiESnP-BkY4YyShAnOz-McmaSHLsGV93uEEGeCjMB82sJVG4zzRofKtqqG065zVukdDBbOV8sHOLNNp1zVfsDNIWjbGA-VdtZ7-GrCzhb-GlyUqvbm5tTH4H25eJs9J-vN02o2XSeaMhQSzAtCDWdYFxppqhTTKcZUcMM1wVuqSlYyoRnDeYoVEkZvWbHlkTGZznNCx-B2uBsNfh6MD3JvDy569pIwkQuRIZZHKhuoH4_OlLJzVaPcUWIk-8Dkb2CyD0yeAou6yaAzrtJ_msULpoyleb9_HPZVW1rXqC_r6kIGdaytK51qdeUl_f_FN1EAehc</recordid><startdate>20220403</startdate><enddate>20220403</enddate><creator>Russell, Michael</creator><creator>Szendey, Olivia</creator><creator>Li, Zhushan</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0003-2902-4463</orcidid></search><sort><creationdate>20220403</creationdate><title>An Intersectional Approach to DIF: Comparing Outcomes across Methods</title><author>Russell, Michael ; Szendey, Olivia ; Li, Zhushan</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c360t-17d23e761cdc0c3aa6c411397e7c21b3af6f69c661841a09ecb6db7411e5c8823</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Advantaged</topic><topic>Comparative Analysis</topic><topic>Disadvantaged</topic><topic>Educational evaluation</topic><topic>Elementary School Students</topic><topic>Evaluation Methods</topic><topic>Gender Differences</topic><topic>Generalization</topic><topic>Grade 5</topic><topic>Intersectionality</topic><topic>Item Analysis</topic><topic>Language Arts</topic><topic>Race</topic><topic>Regression (Statistics)</topic><topic>Student Characteristics</topic><topic>Test Bias</topic><topic>Test Construction</topic><topic>Test Items</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Russell, Michael</creatorcontrib><creatorcontrib>Szendey, Olivia</creatorcontrib><creatorcontrib>Li, Zhushan</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Educational assessment</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Russell, Michael</au><au>Szendey, Olivia</au><au>Li, Zhushan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1366487</ericid><atitle>An Intersectional Approach to DIF: Comparing Outcomes across Methods</atitle><jtitle>Educational assessment</jtitle><date>2022-04-03</date><risdate>2022</risdate><volume>27</volume><issue>2</issue><spage>115</spage><epage>135</epage><pages>115-135</pages><issn>1062-7197</issn><eissn>1532-6977</eissn><abstract>Recent research provides evidence that an intersectional approach to defining reference and focal groups results in a higher percentage of comparisons flagged for potential DIF. The study presented here examined the generalizability of this pattern across methods for examining DIF. While the level of DIF detection differed among the four methods examined, the pattern in which the intersectional approach yielded a substantially larger percentage of flagged comparisons compared to the traditional approach was consistent across three of the four methods. The study explores implications that an intersectional approach to examining differential item functioning has for use by large-scale test development programs and identifies further research needed to support the adoption of an intersectional approach to DIF analyses.</abstract><cop>Philadelphia</cop><pub>Routledge</pub><doi>10.1080/10627197.2022.2094757</doi><tpages>21</tpages><orcidid>https://orcid.org/0000-0003-2902-4463</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1062-7197 |
| ispartof | Educational assessment, 2022-04, Vol.27 (2), p.115-135 |
| issn | 1062-7197 1532-6977 |
| language | eng |
| recordid | cdi_crossref_primary_10_1080_10627197_2022_2094757 |
| source | EBSCOhost Education Source |
| subjects | Advantaged Comparative Analysis Disadvantaged Educational evaluation Elementary School Students Evaluation Methods Gender Differences Generalization Grade 5 Intersectionality Item Analysis Language Arts Race Regression (Statistics) Student Characteristics Test Bias Test Construction Test Items |
| title | An Intersectional Approach to DIF: Comparing Outcomes across Methods |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-12T05%3A27%3A10IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=An%20Intersectional%20Approach%20to%20DIF:%20Comparing%20Outcomes%20across%20Methods&rft.jtitle=Educational%20assessment&rft.au=Russell,%20Michael&rft.date=2022-04-03&rft.volume=27&rft.issue=2&rft.spage=115&rft.epage=135&rft.pages=115-135&rft.issn=1062-7197&rft.eissn=1532-6977&rft_id=info:doi/10.1080/10627197.2022.2094757&rft_dat=%3Cproquest_cross%3E2698995068%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2698995068&rft_id=info:pmid/&rft_ericid=EJ1366487&rfr_iscdi=true |