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• W65185198 abstract "Differential item functioning (DIF), or item bias, occurs when individuals in a focal group respond differently to a test item than do individuals in a reference group even when comparisons are restricted to individuals with similar overall skill levels on the trait in question. It is common in constructing a questionnaire or survey to recommend that an item analysis be conducted in a manner similar to that used in cognitive measurement, but it is not common to be concerned with items as they perform differently. DIF has apparently not yet been widely recognized as a tool for developing a survey or for understanding survey responses. The Mantel Haenszel procedure is one of the empirical methods most commonly used to identify DIF, and its use in survey development is explored. Two examples, one involving the evaluation of student achievement for 777 male and 773 female elementary school students, and the other involving the evaluation of human service workshops for 798 participants aged over 40 years and 884 who were younger, illustrate the way in which information about DIF could have aided in the development of the instrument and interpretation of the data. DIF detection would seem a useful adjunct to the traditional item analysis that could be of substantial value at the pilot or revision stage of instrument development. (Contains 4 figures and 20 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDU ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Differential Item Functioning in Survey Research George A. Johanson and Susan N. Johanson College of Education, Ohio University . PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 6io,e4,c U-0)9 4ittoAi TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) A paper presented at the annual meeting of the American Educational Research Association, New York, 1996 Differential item functioning (DIF) or item bias occurs when individuals in a focal group respond differently to an item than individuals in a reference group even when the comparisons are restricted to individuals with similar overall skill levels on the trait in question. Typically, the total score on the instrument is used to stratify individuals in both focal and reference groups into a number of score-equivalent groups. If an item is more or less 'difficult' for one group than another when the comparisons are between subgroups with equal overall scores, then the item is said to function differentially for these groups. Of course, this procedure is only `...valid to the extent that the test as a whole is less biased than the individual items..' (Ironson, 1983). DIF is not the same as item impact which occurs when two groups (reference and focal) differ in performance on an item (Dorans, 1989). Item impact is common and often expected. It is not newsworthy when fifth grade students outperform third grade students on a mathematics item. In contrast, DIF occurs when there is differential item performance between groups after conditioning on, or controlling for, overall skill level using a measure such as total score. It is common when constructing a questionnaire or survey to recommend an item analysis be conducted in a similar manner to that used in cognitive measurement (e.g., Mueller, 1986). It is uncommon, however, to be concerned with identifying items that perform differentially. A search of the ERIC and PsychLit electronic databases using a combination of words and descriptors for attitude measurement and differential item functioning failed to turn up more than just a few entries (and most of these were not relevant). It would seem that DIF has not yet been widely recognized as a useful tool for developing a survey or for understanding survey responses even though the concept is certainly relevant to attitude assessment. DIF has obvious ethical implications but, even more generally, `...studies of measurement bias should be encouraged as part of the general process of construct validation...' (Millsap & Everson, 1993, p. 329). The purpose of this paper is to introduce and encourage the use of DIF analysis in survey research by illustrating its utility with two examples. One possible reason for the seeming lack of interest in DIF by survey researchers might be that methods of detection generally assume a dichotomously scored (most often, right-wrong) item and many survey items admit more than two response categories. However, it may well be conceptually reasonable to recode graded response categories into two distinct (and exhaustive) categories such as 'agree/disagree', like/do not like', or `good/not good'. If the resulting loss of information is unacceptable, there are more recent efforts afoot to detect DIF with polytomously scored (graded-response) items (Millsap & Everson, 1993; Cohen, Kim, & Baker, 1993; Welch & Hoover, 1993)." @default.
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• W65185198 title "Differential Item Functioning in Survey Research." @default.
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