Grade-Related Differential Item Functioning in General English Proficiency Test-Kids Listening

Differential Item Functioning (DIF) analysis is always an indispensable methodology for detecting item and test bias in the arena of language testing. This study investigated grade-related DIF in the General English Proficiency Test-Kids (GEPT-Kids) listening section. Quantitative data were test sco...

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Autores principales:	Linyu Liao, Don Yao
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	grade DIF GEPT-Kids listening mixed-methods approach Psychology BF1-990
Acceso en línea:	https://doaj.org/article/dacf8148c83c470f93b8831c9fe3efbf
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spelling	oai:doaj.org-article:dacf8148c83c470f93b8831c9fe3efbf2021-12-01T02:05:14ZGrade-Related Differential Item Functioning in General English Proficiency Test-Kids Listening1664-107810.3389/fpsyg.2021.767244https://doaj.org/article/dacf8148c83c470f93b8831c9fe3efbf2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.767244/fullhttps://doaj.org/toc/1664-1078Differential Item Functioning (DIF) analysis is always an indispensable methodology for detecting item and test bias in the arena of language testing. This study investigated grade-related DIF in the General English Proficiency Test-Kids (GEPT-Kids) listening section. Quantitative data were test scores collected from 791 test takers (Grade 5 = 398; Grade 6 = 393) from eight Chinese-speaking cities, and qualitative data were expert judgments collected from two primary school English teachers in Guangdong province. Two R packages “difR” and “difNLR” were used to perform five types of DIF analysis (two-parameter item response theory [2PL IRT] based Lord’s chi-square and Raju’s area tests, Mantel-Haenszel [MH], logistic regression [LR], and nonlinear regression [NLR] DIF methods) on the test scores, which altogether identified 16 DIF items. ShinyItemAnalysis package was employed to draw item characteristic curves (ICCs) for the 16 items in RStudio, which presented four different types of DIF effect. Besides, two experts identified reasons or sources for the DIF effect of four items. The study, therefore, may shed some light on the sustainable development of test fairness in the field of language testing: methodologically, a mixed-methods sequential explanatory design was adopted to guide further test fairness research using flexible methods to achieve research purposes; practically, the result indicates that DIF analysis does not necessarily imply bias. Instead, it only serves as an alarm that calls test developers’ attention to further examine the appropriateness of test items.Linyu LiaoDon YaoFrontiers Media S.A.articlegradeDIFGEPT-Kidslisteningmixed-methods approachPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	grade DIF GEPT-Kids listening mixed-methods approach Psychology BF1-990
spellingShingle	grade DIF GEPT-Kids listening mixed-methods approach Psychology BF1-990 Linyu Liao Don Yao Grade-Related Differential Item Functioning in General English Proficiency Test-Kids Listening
description	Differential Item Functioning (DIF) analysis is always an indispensable methodology for detecting item and test bias in the arena of language testing. This study investigated grade-related DIF in the General English Proficiency Test-Kids (GEPT-Kids) listening section. Quantitative data were test scores collected from 791 test takers (Grade 5 = 398; Grade 6 = 393) from eight Chinese-speaking cities, and qualitative data were expert judgments collected from two primary school English teachers in Guangdong province. Two R packages “difR” and “difNLR” were used to perform five types of DIF analysis (two-parameter item response theory [2PL IRT] based Lord’s chi-square and Raju’s area tests, Mantel-Haenszel [MH], logistic regression [LR], and nonlinear regression [NLR] DIF methods) on the test scores, which altogether identified 16 DIF items. ShinyItemAnalysis package was employed to draw item characteristic curves (ICCs) for the 16 items in RStudio, which presented four different types of DIF effect. Besides, two experts identified reasons or sources for the DIF effect of four items. The study, therefore, may shed some light on the sustainable development of test fairness in the field of language testing: methodologically, a mixed-methods sequential explanatory design was adopted to guide further test fairness research using flexible methods to achieve research purposes; practically, the result indicates that DIF analysis does not necessarily imply bias. Instead, it only serves as an alarm that calls test developers’ attention to further examine the appropriateness of test items.
format	article
author	Linyu Liao Don Yao
author_facet	Linyu Liao Don Yao
author_sort	Linyu Liao
title	Grade-Related Differential Item Functioning in General English Proficiency Test-Kids Listening
title_short	Grade-Related Differential Item Functioning in General English Proficiency Test-Kids Listening
title_full	Grade-Related Differential Item Functioning in General English Proficiency Test-Kids Listening
title_fullStr	Grade-Related Differential Item Functioning in General English Proficiency Test-Kids Listening
title_full_unstemmed	Grade-Related Differential Item Functioning in General English Proficiency Test-Kids Listening
title_sort	grade-related differential item functioning in general english proficiency test-kids listening
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/dacf8148c83c470f93b8831c9fe3efbf
work_keys_str_mv	AT linyuliao graderelateddifferentialitemfunctioningingeneralenglishproficiencytestkidslistening AT donyao graderelateddifferentialitemfunctioningingeneralenglishproficiencytestkidslistening
_version_	1718405930747428864

Grade-Related Differential Item Functioning in General English Proficiency Test-Kids Listening

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