Examining differential item functioning trends for English language learners in a reading test: A meta-analytical approach. (January 2014)

• Record Type: Journal Article
• Authors: Koo, Jin; Becker, Betsy Jane; Kim, Young-Suk
• Is Part Of: Language testing. Volume 31:Number 1(2014:Jan.)
• Page Start: 89
• Page End: 109
• Publication Date: 2014-01
• Subjects: Differential item functioning -- English language learners -- meta-analysis -- reading test; Language and languages -- Ability testing -- Periodicals; Language and languages -- Examinations -- Periodicals; 407.6
• DOI: 10.1177/0265532213496097
• Languages: English
• ISSNs: 0265-5322

Abstract

In this study, differential item functioning (DIF) trends were examined for English language learners (ELLs) versus non-ELL students in third and tenth grades on a large-scale reading assessment. To facilitate the analyses, a meta-analytic DIF technique was employed. The results revealed that items requiring knowledge of words and phrases in context favored non-ELLs in grade 3, whereas items requiring evaluation skills favored ELLs in grade 10. However, inconsistent patterns were found across gender and ethnicity. Educational implications are discussed.