Detecting Items That Function Differently for Two- and Four-Year College Students

Amy Thelk   |    Volume Three  |   

Abstract

Differential Item Functioning (DIF) occurs when there is a greater probability of solving an item based on group membership after controlling for ability. Following administration of a 50-item scientific and quantitative reasoning exam to 286 two-year and 1174 four-year students, items were evaluated for DIF. Two-year students performed better-than-expected on 13 items and worse than expected on 10 items. Reasons for DIF are explored, along with the importance of conducting this type of study.

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