Poster #43 - Differential Item Functioning Among English Language Learners on a Large-Scale Mathematics Assessment

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-7 - Rasch Measurement in Education Settings

Abstract

English language learner (ELL) is a term to describe students who are still acquiring English proficiency. When investigating the achievement gap between ELLs and non-ELLs on mathematics achievement, most of existing studies relied on statistics such as means, variance, and effect sizes. This paper examines mathematics assessment items in PISA 2012 for evidence of differential item functioning (DIF) against ELLs using Rasch model. Results revealed that fit statistics can meet the suggested range of values, indicating the overall model data fit is satisfactory. In addition, 31 items have been found to be more difficult for ELLs than non-ELLs. This study provides insights into the achievement gap in mathematics achievement between ELLs and non-ELLs.

Authors

• Ruixue Liu, University of Kentucky

• Kelly D. Bradley, University of Kentucky