The Standardization Approach to Assessing Comprehensive Differential Item Functioning

Neil J. Dorans · Alicia P. Schmitt · Carole A. Bleistein

87 citations0/0 files storedJournal of Educational Measurement

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Psychometric Methodologies and Testing Educational Assessment and Pedagogy Educational Technology and Assessment

Abstract

The standardization approach to comprehensive differential item functioning (Cdif) is described and contrasted with the log‐linear approach to differential distractor functioning explicated by Green, Crone, and Folk (1989) and with the IRT‐based approach to differential alternative functioning explicated by Thissen, Steinberg, and Wainer (1992). This descriptive approach is used routinely as an adjunct to Mantel‐Haenszel differential item functioning (DIP) detection (Dorans & Holland, 1992) in many operational testing programs at the Educational Testing Service. Data from an edition of the SAT are used to illustrate how the standardization approach to Cdif could be used to uncover differential speededness. Speculations about the sources of differential speededness for Black examinees and Hispanic examinees are offered, and some implications of the existence of differential speededness for DIP detection are mentioned.

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1993Detection of differential item functioning using the parameters of item response models.1992DIF DETECTION AND DESCRIPTION: MANTEL‐HAENSZEL AND STANDARDIZATION1,2 1986DEMONSTRATING THE UTILITY OF THE STANDARDIZATION APPROACH TO ASSESSING UNEXPECTED DIFFERENTIAL ITEM PERFORMANCE ON THE SCHOLASTIC APTITUDE TEST 1991Kernel Smoothing Approaches to Nonparametric Item Characteristic Curve Estimation 1989Two New Approaches to Assessing Differential Item Functioning: Standardization and the Mantel--Haenszel Method 1990Differential Item Functioning for Minority Examinees on the SAT

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