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dc.contributor.advisorKingston, Neal M.
dc.contributor.authorClark, Amy K.
dc.date.accessioned2012-06-03T14:28:48Z
dc.date.available2012-06-03T14:28:48Z
dc.date.issued2011-12-31
dc.date.submitted2011
dc.identifier.otherhttp://dissertations.umi.com/ku:11863
dc.identifier.urihttp://hdl.handle.net/1808/9734
dc.description.abstractThis paper examines the degree of DIF detected on an English language proficiency assessment and the extent to which item characteristics may be identified as sources of DIF for Vietnamese- and Spanish-speaking students. Logistic regression was used to determine the extent of DIF for each item. Of the 45 items individually analyzed, 27 items were flagged for evidence of containing uniform or nonuniform DIF, the majority of which favored Vietnamese-speaking students. Effect sizes reflecting the magnitude of DIF for each item were correlated with item characteristics to determine the extent that item characteristics could explain variability in proficiency. Both multisyllabic words and unique-to-English sounds were significantly correlated with effect size, indicating these variables may partially explain the difference in item proficiency between language groups.
dc.format.extent39 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectEducational tests & measurements
dc.subjectAssessment
dc.subjectDif
dc.subjectDifferential item functioning
dc.subjectEll
dc.subjectEnglish language proficiency
dc.subjectLogistic regression
dc.titleIdentifying Sources of Differential Item Functioning on an English Language Proficiency Assessment
dc.typeThesis
dc.contributor.cmtememberPeyton, Vicki
dc.contributor.cmtememberFrey, Bruce
dc.thesis.degreeDisciplinePsychology & Research in Education
dc.thesis.degreeLevelM.S.
kusw.oastatusna
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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