DIF in Spanish and Mathematics from Costa Rica’s national tests in reported students with ADHD

The detection of differential item functioning (DIF) is fundamental to ensure instruments’ invariance, and, therefore, a better estimate of the construct being measured across the different groups of examinees. The purpose of this research was to provide substantive hypothesizes related to possible...

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Autores principales:	Montero Rojas, Eiliana, Moreira Mora, Tania Elena
Formato:	Online
Idioma:	spa
Publicado:	Universidad de Costa Rica 2017
Acceso en línea:	https://revistas.ucr.ac.cr/index.php/aie/article/view/28661

id	AIE28661
record_format	ojs
spelling	AIE286612023-06-07T22:25:01Z DIF in Spanish and Mathematics from Costa Rica’s national tests in reported students with ADHD Montero Rojas, Eiliana Moreira Mora, Tania Elena dif validity testing accommodations ADHD mathematics language validez adecuaciones TDAH matemática español The detection of differential item functioning (DIF) is fundamental to ensure instruments’ invariance, and, therefore, a better estimate of the construct being measured across the different groups of examinees. The purpose of this research was to provide substantive hypothesizes related to possible sources of DIF, comparing students reported with accommodations for ADHD (focal group) and students with no accommodations (reference group), using the Standardized-P Difference and the Mantel Haenszel (MH) methods. Data from the Costa Rican national high school exit tests in Spanish and Math, from the year 2004, in public schools, were analyzed. First, these two methods were used to detect items with DIF, and then, using a more qualitative approach, drew hypotheses related to possible sources of DIF. Some degree of agreement was verified between the two different empirical methods, being Mantel-Haenszel more sensitive. In the Spanish test, DIF was hypothesized to be caused by the length and wording of the options, and the literary and non-literary texts in the stem. In Math, possible sources of DIF involved vocabulary, wording, the transition of verbal to mathematical language, the visuospatial item organization, and the drawing of graphs and geometrical figures. At the methodological level, complementing the statistical analyses with the judges’ criteria was helpful to identify possible sources of irrelevant variance in the construct measured by these tests. The hypotheses must be interpreted with caution, though, since the number of items detected as exhibiting DIF was relatively small. Universidad de Costa Rica 2017-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article investigación mixta application/pdf text/html https://revistas.ucr.ac.cr/index.php/aie/article/view/28661 10.15517/aie.v17i1.28661 Actualidades Investigativas en Educación; Vol. 17 No. 2: (Mayo - Agosto) Actualidades Investigativas en Educación; Vol. 17 Núm. 2: (Mayo - Agosto) Actualidades Investigativas en Educación; v. 17 n. 2: (Mayo - Agosto) 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/28661/28654 https://revistas.ucr.ac.cr/index.php/aie/article/view/28661/39250 Derechos de autor 2017 Actualidades Investigativas en Educación
institution	Universidad de Costa Rica
collection	Actualidades Investigativas en Educación
language	spa
format	Online
author	Montero Rojas, Eiliana Moreira Mora, Tania Elena
spellingShingle	Montero Rojas, Eiliana Moreira Mora, Tania Elena DIF in Spanish and Mathematics from Costa Rica’s national tests in reported students with ADHD
author_facet	Montero Rojas, Eiliana Moreira Mora, Tania Elena
author_sort	Montero Rojas, Eiliana
description	The detection of differential item functioning (DIF) is fundamental to ensure instruments’ invariance, and, therefore, a better estimate of the construct being measured across the different groups of examinees. The purpose of this research was to provide substantive hypothesizes related to possible sources of DIF, comparing students reported with accommodations for ADHD (focal group) and students with no accommodations (reference group), using the Standardized-P Difference and the Mantel Haenszel (MH) methods. Data from the Costa Rican national high school exit tests in Spanish and Math, from the year 2004, in public schools, were analyzed. First, these two methods were used to detect items with DIF, and then, using a more qualitative approach, drew hypotheses related to possible sources of DIF. Some degree of agreement was verified between the two different empirical methods, being Mantel-Haenszel more sensitive. In the Spanish test, DIF was hypothesized to be caused by the length and wording of the options, and the literary and non-literary texts in the stem. In Math, possible sources of DIF involved vocabulary, wording, the transition of verbal to mathematical language, the visuospatial item organization, and the drawing of graphs and geometrical figures. At the methodological level, complementing the statistical analyses with the judges’ criteria was helpful to identify possible sources of irrelevant variance in the construct measured by these tests. The hypotheses must be interpreted with caution, though, since the number of items detected as exhibiting DIF was relatively small.
title	DIF in Spanish and Mathematics from Costa Rica’s national tests in reported students with ADHD
title_short	DIF in Spanish and Mathematics from Costa Rica’s national tests in reported students with ADHD
title_full	DIF in Spanish and Mathematics from Costa Rica’s national tests in reported students with ADHD
title_fullStr	DIF in Spanish and Mathematics from Costa Rica’s national tests in reported students with ADHD
title_full_unstemmed	DIF in Spanish and Mathematics from Costa Rica’s national tests in reported students with ADHD
title_sort	dif in spanish and mathematics from costa rica’s national tests in reported students with adhd
publisher	Universidad de Costa Rica
publishDate	2017
url	https://revistas.ucr.ac.cr/index.php/aie/article/view/28661
work_keys_str_mv	AT monterorojaseiliana difinspanishandmathematicsfromcostaricasnationaltestsinreportedstudentswithadhd AT moreiramorataniaelena difinspanishandmathematicsfromcostaricasnationaltestsinreportedstudentswithadhd
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DIF in Spanish and Mathematics from Costa Rica’s national tests in reported students with ADHD

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