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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Context,Reading,DIF sources,ecological model,multiple-variable matching
- چکیده:
- چکیده انگلیسی: Context is a vague notion with numerous building blocks making language test scores inferences quite convoluted. This study has made use of a model of item responding that has striven to theorize the contextual infrastructure of differential item functioning (DIF) research and help specify the sources of DIF. Two steps were taken in this research: first, to identify DIF by gender grouping via logistic regression modeling, an inventory of mostly cited DIF sources was prepared, based on which a list of demographic items was appended to the TOEFL reading paper only to be administered to the intermediate Iranian undergraduates; second, using multiple-variable matching regression (Wu & Ercikan, 2006), a built-in sequence was followed to let every potential DIF source be considered as a covariate, over and above the conditioning variable, and specify whether a particular ecological variable could reduce DIF value/status. Then, all significant variables were analyzed together to show the final DIF predictors. The same procedures, i.e., individual/collective analyses, were employed after the purification of the test. The results indicated three ecological predictors affecting DIF before and after purification: income, administration convenience, and SES. The ultimate predictors helped create an EFL configuration of the ecological model of item responding. The implications for validity arguments are also discussed.
- انتشار مقاله: 06-03-1399
- نویسندگان: Touraj Jalili,Hossein Barati,Ahmad Moein Zadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Applied Research on English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Reading Comprehension,DIF,LR,IRT
- چکیده:
- چکیده انگلیسی: The present study aimed at investigating DIF sources on an EFL reading comprehension
test. Accordingly, 2 DIF detection methods, logistic regression (LR) and item response
theory (IRT), were used to flag emergent DIF of 203 (110 females & 93 males) Iranian
EFL examinees’ performance on a reading comprehension test. Seven hypothetical DIF
sources were examined in this regard: text familiarity, gender, topic/text interest, guessing,
and the social variables of location, income, and educational status. Only LR, for gender
and text familiarity, could preempt DIF with gender supporting the gendered-text effect
while text familiarity benefiting, inversely, the participants with low level of text
familiarity. For interest in topic, LR found a single item favoring the group with higher
levels of interest and the IRT model detected DIF in either extreme. Regarding guessing
and income, the LR indicated DIF supporting the low guessers and high-income group
whereas IRT, conversely, showed DIF favoring the high guessers and low-income group.
For location and education both methods, correspondingly, demonstrated DIF for the
expensive location and educated groups. Finally, the differential test functioning result
made it clear that only three sources of DIF (gender, income, & interests) were transferred
to the test level. The findings could support a proportional effect of DIF sources.- انتشار مقاله: 03-02-1393
- نویسندگان: Alireza Ahmadi,Touraj Jalili
- مشاهده