Gender differential item functioning on a national language test
Abstract
The purpose of the present study was to investigate gender differential item functioning (DIF) for Korean examinees (N = 14,000; 7,000 males & 7,000 females) on the English subtest of the Korean national entrance exam for colleges and universities administered in the year of 1998. The English subtest consisted of a total of 55 items, which comprised the subscales of Listening Comprehension and Reading Comprehension. Data were fitted with a modified three parameter logistic item response theory (IRT) model, and DIF was detected using both the Mantel-Haenszel procedure and the IRT likelihood ratio approach. To evaluate a baseline estimate of DIF due to chance, the entire DIF detection procedure was repeated, with the sample randomly divided in half. The results of the study identified 37 gender DIF items. DIF magnitude for each studied item also was provided. Results of a preliminary content analysis were discussed in terms of the relationships among gender DIF, item content, and item type. Implications and recommendations for future research were addressed.
Degree
Ph.D.
Advisors
Cox, Purdue University.
Subject Area
Language arts|Educational evaluation
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