Investigating Differential Item Functioning due to Cultural Familiarity on Reading Achievement Test: Does Length of Residence Matter?

• In Event: Marriott Roundtable Session 35
  In Roundtable Session: Differential Item Functioning

Abstract

Differential item functioning (DIF) analysis has been instrumental in our understanding of various construct-irrelevant factors and test bias (AERA, APA, & NCME, 1999). While much existing DIF research has focused on gender, ethnicity, and linguistic backgrounds, cultural familiarity has received relatively less attention. Test-takers with greater exposure to a given culture may perform better on standardized tests used within that culture. The present study analyzed multilingual immigrant test-takers’ responses to a standardized Grade 3 reading achievement test for DIF related to length of residence in Canada. The construct relevance of DIF-flagged items (Messick, 1989) was also examined. Findings suggest that some items exhibit DIF due to cultural familiarity, while others exhibit construct-relevant DIF. Implications for test development are explored.

Authors

• Hyunah Kim, Education Quality and Accountability Office

• Eunice Eunhee Jang, University of Toronto

• Jeanne Sinclair, Memorial University of Newfoundland