Item bias research has compared methods empirically
using both computer simulation with known
amounts of bias and real data with unknown amounts
of bias. This study extends previous research by
"planting" biased items in the realistic context of
math word problems. "Biased" items are those in
which the reading level is too high for a group of students
so that the items are unable to assess the students’
math knowledge. Of the three methods assessed
(Angoff’s transformed difficulty, Camilli’s full chi-square,
and Linn and Harnisch’s item response theory,
IRT, approach), only the IRT approach performed
well. Removing the biased items had a minor effect
on the validity for the minority group.
Ironson, Gail, Homan, Susan, Willis, Ruth & Signer, Barbara. (1984). The validity of item bias techniques with math word problems. Applied Psychological Measurement, 8, 391-396. doi:10.1177/014662168400800403
Ironson, Gail; Homan, Susan; Willis, Ruth; Signer, Barbara.
The validity of item bias techniques with math word problems.
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