Investigating student patterns on a multiple-choice
by Yuji Nakamura (Keio University)
Keywords: differential item functioning, response pattern investigation, individual test takers, Rasch measurement
|". . . it is crucial to detect DIF items in language proficiency tests . . . "|
[ p. 76 ]
[ p. 77 ]
[ p. 78 ]
[ p. 79 ]Type Two items fit the Rasch model well and were between Type One and Type Three in terms of discrimination power.
[ p. 80 ]Type B contained items for which Law students (in green) performed idiosyncratically as shown in Figure 6. We can detect that, for items 29 and 20, the Law students seem advantaged relative to the other two groups. We should examine the content of these items. Could we expect Law students to know this content better than students from other majors?
[ p. 81 ]In summary, this information on the DIF of various majors shows that relatively speaking, the 8 Law students were often more idiosyncratic and unpredictable than 33 Economics or 21 Business students. However, the inconsistent patterns were likely due to the fact that the sample was so small. More data would be needed before decisions can be made about the usefulness of this test.
|". . . teachers tend to consider test takers as a homogenous group . . . [yet they] may perform differently depending on their majors . . ."|
[ p. 82 ]
This research was supported in part by Dr. Irene Styles
and Dr. David Andrich of Murdoch University, Perth, Western Australia.