Reading Comprehension Test Fairness across Gender and Mode of Learning: Insights from IRT-Based Differential Item Functioning Analysis

Autor/inn/en	Moradi, Elahe; Ghabanchi, Zargham; Pishghadam, Reza
Titel	Reading Comprehension Test Fairness across Gender and Mode of Learning: Insights from IRT-Based Differential Item Functioning Analysis
Quelle	In: Language Testing in Asia, 12 (2022), Artikel 39 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40468-022-00192-3
Schlagwörter	Reading Comprehension; Test Bias; Test Items; Second Language Learning; English (Second Language); Multiple Choice Tests; Reading Tests; Item Response Theory; Sex Fairness; Gender Differences; Distance Education + Suchen Sie Ihr Suchwort? Leseverstehen; Testkritik; Test content; Testaufgabe; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lesetest; Item-Response-Theorie; Sexualaufklärung; Geschlechterkonflikt; Distance study; Distance learning; Fernunterricht
Abstract	Given the significance of the test fairness, this study aimed to investigate a reading comprehension test for evidence of differential item functioning (DIF) based on English as a Foreign Language (EFL) learners' gender and their mode of learning (conventional vs. distance learning). To this end, 514 EFL learners were asked to take a 30-item multiple-choice reading comprehension test. After establishing the unidimensionality and local independence of the data as prerequisites to DIF analyses, Rasch model-based DIF analysis was conducted across learners' gender and their mode of learning. The results showed that there were two gender-DIF items which functioned differentially in favor of female respondents. Also, DIF analysis in terms of EFL learners' mode of learning revealed that there were no DIF items across the two target groups indicating that the reading comprehension test functioned the same way for learners who enjoyed conventional learning compared to those who experienced distance and self-directed learning. In the end, the findings were discussed and implications were provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01