Differential Item Functioning Based on Gender and Item Directionality on the TIMSS Mathematics Confidence Scale

• In Event: Exemplary Practices in Test Validity Research and Evaluation

Abstract

Low confidence in mathematics could limit math achievement, persistence, and ultimately could affect the decision to pursue a career in a STEM field. Thus, the measurement of confidence in mathematics, particularly including any gender differences, is of critical concern. Many studies support the notion that item directionality can be a source of differential item functioning, and should be inspected carefully before making generalized interpretations about gender differences on a scale. However, no studies have reported the effect of item directionality on the TIMSS 2015 Students Confident in Mathematics (SCM) scale. This study investigates differential functioning of items and test bundles for gender based on item directionality on the most recent TIMSS SCM scale for eighth graders in three countries.

Authors

• Jennifer Reimers, University of Arkansas at Fayetteville

• James Weese, University of Arkansas at Fayetteville

• Ronna L. Turner, University of Arkansas