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• W260178492 abstract "Differential performance (DIP) is discussed as a concept that does not necessarily imply or unfairness to subgroups of examinees. With curriculum-based achievement tests, DIP is presented as a valid reflection of group differences in requisite skills and instruction. Using data from a national testing of the ACT Assessment, this study investigated the hypothesis that differences in high school instruction are the cause of gender-based DIP with mathematics achievement items. The results indicated that there was a substantial gender effect that could not be explained by instructional differences at the secondary school level. Geometry and word problems tended to have the greatest negative impact on female examinees. In recent years, there has been a great deal of work with the construct frequently referred to as item bias. Many researchers now conclude that the term item is not sufficiently descriptive. Moreover, the common use of as a synonym for terms such as differential performance or itemgroup interaction is imprecise and can lead to a misunderstanding about the nature of the construct. Bias and are valueladen terms that imply unfairness. In achievement tests, the construct can and frequently does exist without unfairness. The confusion could be reduced by thinking of differential performance (DIP) as a comprehensive term. In this sense, DIP refers to a kind of systematic effect that works to the detriment of one group when compared to another. Within the scope of this definition, it is possible for DIP to represent items that are basically unfair, or actually biased against a group of examinees. On the other hand, it is also possible for DIP to fairly reflect group differences in the achievement of a relevant test objective. Here, DIP would again represent a systematic effect, but this time the difference in group performance would be a legitimate indication of group differences in preparation or instruction. For instance, in a test of general chemistry achievement, organic chemistry items would probably exhibit bias against equally able students with only an inorganic chemistry background. However, this is not in the sense of unfairness. It is a valid reflection of insufficient instruction in organic chemistry. This form of DIP would be simply the manifestation of an instrLctional effect. Research has shown that male high school students as a group perform better than female high school students on mathematics achievement tests (Benbow and Stanley, 1980; Fennema and Carpenter, 1981). Benbow and Stanley (1980) suggest that these differences may be due to gender differences in" @default.
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• W260178492 modified "2023-09-24" @default.
• W260178492 title "Understanding Differential Item Performance as a Consequence of Gender Differences in Academic Background." @default.
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