Differential item functioning (DIF) analysis is demonstrated in this study. It was based on the test scores of 200 junior high school students on the Chemistry Achievement Test, a psychometrically validated assessment. One hundred students were from a public school, while the other 100 were from a private school; one hundred students were men, while the other 100 were girls; and based on their English II grades, 95 students were of poor ability and 105 students were of high ability. The Chi-Square, Distractor Response Study, Logistic Regression, and the Mantel-Haenszel Statistic were used in the DIF analysis to find test items that indicated bias between examinees who were matched on school type, gender, and English ability. The results of the four methodologies were then compared. The results demonstrated the presence of items that indicated DIF based on school type, gender, and English ability. In identifying possibly biassed test items, the Logistic Regression and the Mantel-Haenszel Statistic had a high degree of agreement.
Author (S) Details
Jose Quito Pedrajita
Educational Research and Evaluation Department, Division of Educational Leadership and Professional Services, University of the Philippines College of Education, Diliman, Quezon City, Philippines.
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