Abstract
AbstractThis paper reports on an investigation of differential item functioning (DIF) in the Iranian Undergraduate University Entrance Special English Exam (IUUESEE) across four native language groups including the Azeri, the Persian, the Kurdish, and the Luri test takers via Rasch analysis. A total sample of 14,172 participants was selected for the study. After establishing the unidimensionality and local independence of the data, the authors employed two methods to test for the DIF: (a) a t-test uniform DIF analysis, which showed that the Luri test-takers were more favored than other native language groups, and (b) nonuniform DIF analysis, which revealed that majority of nonuniform DIF instances functioned in favor of the low-ability Azeri, the low-ability Persian, the high-ability Kurdish, and the high-ability Luri test-takers. A possible explanation for native language-ability DIF was that the Luri and low-ability test-takers were more likely to venture lucky guesses. We also referred to socioeconomic status (e.g., test-wiseness), guessing, overconfidence, thoughtless errors, stem length, time, L1, and unappealing distractors as possible sources of DIF in IUUESEE.
Publisher
Springer Science and Business Media LLC
Subject
Linguistics and Language,Language and Linguistics
Reference73 articles.
1. Ackerman, T. (1992). A didactic explanation of item bias, item impact, and item validity from multidimensional perspective. Journal of Educational Measurement, 29(1), 67–91. https://doi.org/10.1111/j.1745-3984.1992.tb00368.x.
2. Ackerman, T.A., Simpson, M.A., & de la Torre, J. (2000). A comparison of the dimensionality of TOEFL response data from different first language groups. Paper presented at the Annual Meeting of the National Council on Measurement in Education, New Orleans, Louisiana.
3. Alavi, S. M., Karami, H., & Khodi, A. (2021). Test review of Iranian university entrance exam: English Konkur examination. Language testing in Asia, 11(14), 1–10. https://doi.org/10.1186/s40468-021-00125-6.
4. Alderman, D., & Holland, P. (1981). Item performance across native language groups on the TOEFL. In TOEFL Research Report Series, (vol. 9, pp. 1–106). Princeton: Educational Testing Service.
5. Aryadoust, V. (2012). Differential item functioning in while-listening performance tests: The case of IELTS listening test. International Journal of Listening, 8(4), 40–60. https://doi.org/10.1080/10904018.2012.639649.