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ERIC Number: ED655973
Record Type: Non-Journal
Publication Date: 2021
Pages: 250
Abstractor: As Provided
ISBN: 979-8-7087-1092-5
ISSN: N/A
EISSN: N/A
Available Date: N/A
Differential Item Functioning in a Teacher-Created Benchmark Mathematics Assessment
Chandra Shekar Karnati
ProQuest LLC, Ed.D. Dissertation, Piedmont College
The purpose of this study was to examine the presence of gender and ELL Differential Item Functioning (DIF) in a teacher-created mathematics benchmark test in one public charter school district in Northeast Georgia. DIF occurs when an item behaves differently in different subgroups, rather than measuring a test taker's true ability. The geometry assessment used in this study consisted of 34 dichotomously scored items, and the examinees (N = 183) were a mix of ninth-, tenth-, and eleventh-grade students. The study obtained and analyzed data in a convergent sequential design in two phases using the Delphi and Mantel-Haenszel methods. The first stage sought to find consensus amongst Delphi panel members on the items and their attributes (dis)favoring (a) male and female students and (b) ELL and non-ELL students. The second stage sought to find the amount of statistical DIF using the thin and thick matching variables of the Mantel-Haenszel method. A Delphi panel of 10 experts consented on 31 out of 34 items on gender DIF, and consented on 34 out of 34 items on ELL DIF with a high degree of consensus and a high degree of internal consistency. The panel found that 30% of items had high degree of ELL DIF items; however, no item displayed a high degree of gender DIF. The Mantel-Haenszel analysis of 183 student scores revealed that 10 out of 34 items exhibited ELL DIF and 4 items exhibited gender DIF. Finally, the researcher combined the results from the Delphi and Mantel-Haenszel analyses to explain the DIF phenomena in the teacher-created benchmark mathematics assessment. Critical feminist theory and critical race theory inform the philosophical approach to the problem of DIF. Although many national- and state-level exams are evaluated for DIF, most classroom exams are not. Given the importance of these tests in student assessment, placement, and access to opportunity, it is imperative that teacher-created tests do not discriminate against students belonging to particular gender or ethnic groups. Thus, this study makes recommendations on how to avoid building DIF into assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools; Grade 10; Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: N/A
Author Affiliations: N/A