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Differential Item Functioning Among English Language Learners on a Large-Scale Mathematics Assessment.

ABSTRACT: The current study research showed the nature and potential sources of the gaps in mathematics achievement between English language learners (ELLs) and non-English language learners (non-ELLs). The nature of achievement gap was examined using three DIF methodologies: including Mantel-Haenszel procedure, Rasch model, and Hierarchical Generalized Linear Model (HGLM). These were conducted at the item level in contrast to total test level. Results revealed that the three DIF approaches identified 10 common items. These 10 items demonstrated in favor of non-ELLs. Findings from this study will help educational researchers, administrators, and policymakers understand the nature of the achievement gap in mathematics at item level so that United States can be competitive in middle school mathematics education. This study also suggested that item writers and test developers should construct assessments where language is equally accessible for ELL students.

SUBMITTER: Liu R

PROVIDER: S-EPMC8353367 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Differential Item Functioning Among English Language Learners on a Large-Scale Mathematics Assessment.

Liu Ruixue R Bradley Kelly D KD

Frontiers in psychology 20210727

The current study research showed the nature and potential sources of the gaps in mathematics achievement between English language learners (ELLs) and non-English language learners (non-ELLs). The nature of achievement gap was examined using three DIF methodologies: including Mantel-Haenszel procedure, Rasch model, and Hierarchical Generalized Linear Model (HGLM). These were conducted at the item level in contrast to total test level. Results revealed that the three DIF approaches identified 10 ...[more]

PMID: 34385947

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Project description:PurposeThe purpose of this study was to identify and describe latent dual language profiles in a large sample of school-age Spanish-English bilingual children designated as English learners (ELs) by their school district.MethodData for this study include 847 Spanish-speaking ELs from kindergarten to third grade. Spanish and English narrative retell language samples were collected from all participants. Four oral language measures were calculated in Spanish and English, including the subordination index, moving average type-token ratio, narrative structure scheme (NSS), and words per minute using Systematic Analysis of Language Transcript. These indicator measures were used in a latent profile analysis to identify dual language profiles.ResultsThe optimal model represents a four-profile solution, including a Spanish-dominant group (average Spanish, low English), an English-dominant group (low Spanish, average English), and two balanced groups (a balanced-average group and a balanced-high group). Additionally, participants displayed uneven performance across language domains and distinct patterns of unique strength or weakness in a specific domain in one of their two languages.ConclusionsFindings from this study highlight the large variability in English and Spanish oral language abilities in school-age Spanish-speaking ELs and suggest that a dichotomous classification of ELs versus English-proficient students may not be sufficient to determine the type of educational program that best fits a specific bilingual child's need. These findings highlight the need to assess both languages across multiple language domains to paint a representative picture of a bilingual child's language abilities. The dual language profiles identified may be used to guide the educational program selection process to improve the congruence among the linguistic needs of an individual child, teachers' use of instructional language, and the goals of the educational program (i.e., improving English proficiency vs. supporting dual language development).Supplemental materialhttps://doi.org/10.23641/asha.20151836.

Project description:IntroductionThe outcomes anxiety and depression are measured frequently by healthcare providers to assess the impact of a disease, but with numerous instruments. PROMIS item banks provide an opportunity for standardized measurement. Cross-cultural validity of measures and the availability of reference values are prerequisites for standardized measurement.MethodsPROMIS Anxiety and Depression item banks were completed by 1002 representative Dutch persons. To evaluate cross-cultural validity, data from US participants in PROMIS wave 1 were used and differential item functioning (DIF) was investigated, using an iterative hybrid of logistic regression and item response theory. McFadden's pseudo R2-change of 2% was the critical threshold. The impact of any DIF on full item banks and short forms was investigated. To obtain Dutch reference values, T-scores for anxiety and depression were calculated for the complete Dutch sample, and age-group and gender subpopulations. Thresholds corresponding to normal limits, mild, moderate and severe symptoms were computed.ResultsIn both item banks, two items had DIF but with minimal impact on population level T-scores for full item banks and short forms. The Dutch general population had a T-score of 49.9 for anxiety and 49.6 for depression, similar to the T-scores of 50.0 of the US general population. T-scores for age-group and gender subpopulations were also similar to T-scores of the US general population. Thresholds for mild, moderate and severe anxiety and depression were set to 55, 60 and 70, identical to US thresholds.ConclusionsThe limited number of items with DIF and its minimal impact, enables the use of standard (US) item parameters and comparisons of scores between Dutch and US populations. The Dutch reference values provide an important tool for healthcare professionals and researchers to evaluate and interpret symptoms of anxiety and depression, stimulating the uptake of PROMIS measures, and contributing to standardized outcome measurement.

Dataset Information

Differential Item Functioning Among English Language Learners on a Large-Scale Mathematics Assessment.

Publications

Differential Item Functioning Among English Language Learners on a Large-Scale Mathematics Assessment.

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