Affiliation:
1. KARABÜK ÜNİVERSİTESİ, EDEBİYAT FAKÜLTESİ
Abstract
Investigating the existence of items with differential item functioning (DIF) may provide more accurate comparisons of group differences in studies that aim to compare scores obtained in a test by groups with different characteristics. In the present study, a scale measuring critical thinking motivation that was adapted to the Turkish culture was applied to 817 participants, who were high school graduates, university students, and university graduates. The aim of the study was to examine whether the data collected from these participants had DIF or not. Hence, DIF analysis of the collected data was performed via the "lordif" function in the R "lordif" package. DIF was found to occur in twelve items, three of which were related to gender and nine to level of education. While it was revealed that the content of the items was the source of gender related DIF, the source of DIF related to level of education was found to be the language and expression of the items.
Publisher
International Journal of Assessment Tools in Education
Reference80 articles.
1. Altıntaş, Ö., & Kutlu, Ö. (2019). Investigating differential item functioning of Ankara University examination for foreign students by recursive partitioning analysis in the Rasch model. International Journal of Assessment Tools in Education, 6(4), 602–616. https://doi.org/10.21449/ijate.554212
2. Ateşok Deveci, N. (2008). Examination of Inter-university Board foreign language test in the frame of item bias. [Doctoral dissertation, Ankara University]. https://tez.yok.gov.tr
3. Athman Ernst, J., & Monroe, M. (2004). The effects of environment‐based education on students' critical thinking skills and disposition toward critical thinking. Environmental Education Research, 10(4), 507-522. https://doi.org/10.1080/1350462042000291038
4. Bar-Tal, D. (1978). Attributional analysis of achievement-related behavior. Review of Educational Research, 48(2), 259–271. https://doi.org/10.3102/00346543048002259
5. Baron, J. (1985). Rationality and intelligence. Cambridge University Press.