Differentials of a state reading assessment: Item functioning, distractor functioning, and omission frequency for disability categories

Kentaro Kato, Ross E. Moen, Martha L Thurlow

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

Large data sets from a state reading assessment for third and fifth graders were analyzed to examine differential item functioning (DIF), differential distractor functioning (DDF), and differential omission frequency (DOF) between students with particular categories of disabilities (speech/language impairments, learning disabilities, and emotional behavior disorders) and students without disabilities. Multinomial logistic regression was employed to compare response characteristic curves (RCCs) of individual test items. Although no evidence for serious test bias was found for the state assessment examined in this study, the results indicated that students in different disability categories showed different patterns of DIF, DDF, and DOF, and that the use of RCCs helps clarify the implications of DIF and DDF.

Original languageEnglish (US)
Pages (from-to)28-40
Number of pages13
JournalEducational Measurement: Issues and Practice
Volume28
Issue number2
DOIs
StatePublished - Jun 1 2009

Keywords

  • Differential distractor functioning
  • Differential item functioning
  • Disability
  • Reading assessment

Fingerprint

Dive into the research topics of 'Differentials of a state reading assessment: Item functioning, distractor functioning, and omission frequency for disability categories'. Together they form a unique fingerprint.

Cite this