Examining Gender Differential Item Functioning in Reading Self-Concept for the Fourth-Grade American Students in PIRLS Assessments (Poster 29)

• In Event: AERA Poster Session Five
  In Poster Session: Cognition and Assessment SIG Posters

Abstract

Reading self-concept plays a vital role in reading achievement. This study sought to investigate the gender-related DIF in reading self-concept instruments in PIRLS assessments. For this purpose, two item response theory methods (IRT Raju and IRT Lord) were applied. The results revealed in PIRLS 2001, one item with DIF was detected by IRT Lord. In 2006, one item by IRT Raju and another item by IRT Lord were flagged as DIF. In PIRLS 2011 while six items were flagged as DIF by IRT Raju, five items exhibited DIF according to IRT Lord. Finally, in PIRLS 2016, same four items were flagged as DIF by IRT Raju and IRT Lord. These items with DIF appeared to be in favor of boys.

Authors

• Onur Ramazan, Chinese University of Hong Kong
  Presenting Author

• Shenghai Dai, Washington State University
  Presenting Author