Differential Item Functioning Analysis for Students by Special Education Status

• In Event: Marriott Roundtable Session One
  In Roundtable Session: Differential Item Functioning (Table 1)

Abstract

Understanding how assessments perform for students with disabilities is critical to assuring a fair and equitable measurement of students’ achievement. This research analyzed 220 math and 211 reading items in a computer adaptive test for differential item functioning (DIF) between students who were and were not in special education. Hierarchical generalized linear models were used for analyzing DIF, focusing separately on the items targeting kindergarten to Grade 2 (K-2) and higher than Grade 2 (Grade 2+). About 15.0% of math (33/220) and 2.8% of reading (6/211) items were flagged to show potential DIF, and item content was analyzed. Findings contribute to the limited evidence base on DIF with respect to students with disabilities and evaluating item content fairness.

Authors

• Dukjae Lee, University of Virginia
  Presenting Author

• Elizabeth Barker, NWEA
  Non-Presenting Author

• Angela Johnson, American Institutes for Research
  Non-Presenting Author

• Meredith Langi, NWEA
  Non-Presenting Author