Using a Rasch Differential Item Functioning Approach to Investigate Early Childhood Assessments

• In Event: Differential Item Functioning I

Abstract

This paper establishes the generalisability validity of eight assessments based on learning progressions for teachers of children aged 2 -6 in Victorian kindergarten programs. Through a Rasch differential functioning analysis (DIF), the study showed their applicability for all children, including those with a diagnosis of autism spectrum disorder (ASD).

Authors

• Toshiko Kamei, University of Melbourne

• Nafisa Awwal, UNIVERSITY OF MELBOURNE

• Lan Anh Nguyen Khoa, University of Melbourne

• Jane Page, University of Melbourne