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Identifying Differential Item Functioning Related to Student Socioeconomic Status and Investigating Sources Related to Classroom Opportunities to Learn

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Title: Identifying Differential Item Functioning Related to Student Socioeconomic Status and Investigating Sources Related to Classroom Opportunities to Learn
Language: English
Authors: Burkes, LaShona L.
Source: ProQuest LLC. 2009D.Ed. Dissertation, University of Delaware.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Physical Description: PDF
Page Count: 152
Publication Date: 2009
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 8
Descriptors: Test Bias, Socioeconomic Status, Student Characteristics, Grade 8, Mathematics Tests, Test Items, Algebra, Data, Numbers, Mathematics Instruction, Equal Education, Differences
ISBN: 978-1-109-24860-9
Abstract: The current study identified socioeconomic status (SES) group differences in student performance on an eighth grade mathematics assessment derived from the Third/Trends in International Mathematics and Science Study (TIMSS) 2003. Differential item functioning (DIF) methodology was applied to examine SES group differences on item performance for two SES groups with similar overall mathematics ability. Specifically, Kamata and Binici's (2003) multilevel- (ML-) DIF methodology was employed, which hierarchically modeled item responses from students within classrooms. The data included a sub-sample of 2,827 eighth grade students within 352 mathematics classrooms in the U.S. In the data, eight items, out of 71 (excluding the reference item), were detected as exhibiting DIF. All eight DIF items favored students with higher SES in comparison to students with lower SES. According to the DIF classification system of Educational Testing Service (ETS), all eight DIF items were classified as having a moderate DIF presence for SES groups. In addition, these DIF items addressed three of five mathematics content domains: "algebra," "data," and "number" ("geometry" and "measurement" were not addressed). The ML-DIF methodology was adapted to also investigate classroom-level instructional differences as potential sources of SES-based DIF. These instructional differences related to students' opportunity to learn (OTL) the assessed mathematics content domain and topics under the content domain within their classroom. For seven out of eight items, OTL was found to be the benign source of DIF. Influenced by OTL, these items systemically hindered the performance of students with lower SES. For the eighth item, OTL was not found to be the benign source of DIF. As such, OTL did not influence this item. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.
Abstractor: As Provided
Entry Date: 2010
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3360218
Accession Number: ED512771
Database: ERIC
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  Data: The current study identified socioeconomic status (SES) group differences in student performance on an eighth grade mathematics assessment derived from the Third/Trends in International Mathematics and Science Study (TIMSS) 2003. Differential item functioning (DIF) methodology was applied to examine SES group differences on item performance for two SES groups with similar overall mathematics ability. Specifically, Kamata and Binici's (2003) multilevel- (ML-) DIF methodology was employed, which hierarchically modeled item responses from students within classrooms. The data included a sub-sample of 2,827 eighth grade students within 352 mathematics classrooms in the U.S. In the data, eight items, out of 71 (excluding the reference item), were detected as exhibiting DIF. All eight DIF items favored students with higher SES in comparison to students with lower SES. According to the DIF classification system of Educational Testing Service (ETS), all eight DIF items were classified as having a moderate DIF presence for SES groups. In addition, these DIF items addressed three of five mathematics content domains: "algebra," "data," and "number" ("geometry" and "measurement" were not addressed). The ML-DIF methodology was adapted to also investigate classroom-level instructional differences as potential sources of SES-based DIF. These instructional differences related to students' opportunity to learn (OTL) the assessed mathematics content domain and topics under the content domain within their classroom. For seven out of eight items, OTL was found to be the benign source of DIF. Influenced by OTL, these items systemically hindered the performance of students with lower SES. For the eighth item, OTL was not found to be the benign source of DIF. As such, OTL did not influence this item. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 152
    Subjects:
      – SubjectFull: Test Bias
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Grade 8
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      – SubjectFull: Mathematics Tests
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      – SubjectFull: Test Items
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      – SubjectFull: Algebra
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      – SubjectFull: Data
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      – SubjectFull: Numbers
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Equal Education
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      – SubjectFull: Differences
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      – TitleFull: Identifying Differential Item Functioning Related to Student Socioeconomic Status and Investigating Sources Related to Classroom Opportunities to Learn
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