PPT-Examining Differential Item Functioning of "Insensitive" Test Items

Juliya Golubovich James A Grand M A Neal Schmitt PhD and Ann Marie Ryan PhD Michigan State University INTRODUCTION Fairness in testing is a prominent concern for selection specialists To enhance test fairness test developers commonly use a . . Lou Ann Cooper, PhD. Master Educator Fellowship Program. January 10, 2008. Validity. Validity refers to “the appropriateness, meaningfulness, and usefulness of the specific inferences made from test scores.”. 6. Lecture . 5 . Some Practical Steps to Test Construction. Brown, p. . 48-65. Lecture’s . objectives. E. xplore the four remaining questions mentioned on page 42. . Focus on equipping students with the tools they need to create classroom oriented tests.. Item difficulty. Item discrimination. Item scoring. Item Quality. Difficulty . i. ndex for dichotomous (0/1) items. Higher values of p indicate item easiness. p=.80: 80% of students answered an item correctly. Interpreting Item-Level Reports. Iowa Assessments . Provide Teacher with. I. mportant information to use in your instructional decision-making. I. nformation that is intended to supplement your observations and classroom assessment data. . Lou Ann Cooper, PhD. Master Educator Fellowship Program. January 10, 2008. Validity. Validity refers to “the appropriateness, meaningfulness, and usefulness of the specific inferences made from test scores.”. Virginia Standards of Learning . Item and Test Development. Purpose of this Presentation. Describe the Item and Test Review Committees. Provide an overview of Standards of Learning (SOL) Item and Test Development. Kevin Krost, M.A.. Josh Cohen, Ph.D.. Virginia Tech, Educational Research and Evaluation. Research Questions. RQ1 – Is there differential item functioning between gender on this assessment?. RQ2 – What attitudinal factors predict or mediate differential item functioning and/or gender differences among mathematics?. Item discrimination. Item scoring. Item Quality. Difficulty . i. ndex for dichotomous (0/1) items. Higher values of p indicate item easiness. p=.80: 80% of students answered an item correctly. Lower values of p indicate item difficulty. Item discrimination. Item scoring. Item Quality. Difficulty . i. ndex for dichotomous (0/1) items. Higher values of p indicate item easiness. p=.80: 80% of students answered an item correctly. Lower values of p indicate item difficulty. James Grand. Juliya Golubovich. Ann Marie Ryan. Neal Schmitt. Society for Industrial & Organizational Psychology. Atlanta, GA. April 8, 2010. 2. Both here and in available sources, we have.... Examined . Sally Sanders. Science Content Specialist. 1. October 24, 2012. Florida Association of Science Supervisors. Update . from the Office of. Race to the Top Goals. 2. Double the percentage of incoming high school freshmen who ultimately graduate from high school. is appropriate for preschool children The child responds to each item by pointing to one of six pictures on a page one being the test item Two items on each plate are foils recorded version of thetes 1NCEOHave you ever tried to get a stroller or cart into a building that did not have a ramp Or open a door with you hands full Or read something that has white print on a yellow background or is print Items. Designing Items to Test Critical Thinking. . Valencia College. October 10, 2014. Steven . M. Downing, . PhD. Emeritus. University of Illinois at Chicago. Department of Medical Education. sdowning@uic.edu.