Analysis of Differential Item Functioning in an Observational Assessment System of Child Development and Learning

• In Event: Psychometric Issues in Assessment in the Schools

Abstract

This study examined the measurement invariance of an observational instrument for assessing of young children’s development and learning across subgroups of children based on their primary language and disability status. This study is based on the assessment data collected for the fall, winter, and spring 2010–11 checkpoint periods. Differential item functioning analysis was conducted to determine whether items functioned differentially between children with and without disabilities, between English language learners (ELLs) and non-ELLs, and between Spanish-speaking ELLs and non-ELLs. Results showed that the majority of items displayed little or no differential item functioning. One item pertaining to the use of conventional grammar was consistently identified as having DIF and requires further review.

Authors

• Do-Hong Kim, University of North Carolina - Charlotte

• Richard G. Lambert, University of North Carolina - Charlotte