Language and Cultural Characteristics That Explain Differential Item Functioning for Hispanic Examinees on the Scholastic Aptitude Test
- 1 March 1988
- journal article
- Published by Wiley in Journal of Educational Measurement
- Vol. 25 (1) , 1-13
- https://doi.org/10.1111/j.1745-3984.1988.tb00287.x
Abstract
The standardization methodology was used to help identify item characteristics that might explain differential item functioning among Hispanics on the Scholastic Aptitude Test. Results indicated that true cognates or words with a common root in English and Spanish and content of special interest for Hispanics seemed to help Hispanics performance. Limited occurrence of false cognates (words that appear to be cognates but have different meanings in both languages) and of homographs (words that are spelled alike but have different meanings in English) restricted their evaluation. Nevertheless, examination of items with false cognates or homographs gave some evidence indicating that their occurrence might make items unexpectedly more difficult for Hispanic examineesKeywords
This publication has 5 references indexed in Scilit:
- DEMONSTRATING THE UTILITY OF THE STANDARDIZATION APPROACH TO ASSESSING UNEXPECTED DIFFERENTIAL ITEM PERFORMANCE ON THE SCHOLASTIC APTITUDE TESTJournal of Educational Measurement, 1986
- Accounting for Statistical Artifacts in Item Bias ResearchJournal of Educational Statistics, 1984
- Accounting for Statistical Artifacts in Item Bias ResearchJournal of Educational Statistics, 1984
- ITEM PERFORMANCE ACROSS NATIVE LANGUAGE GROUPS ON THE TEST OF ENGLISH AS A FOREIGN LANGUAGEETS Research Report Series, 1981
- INTERACTIONS BETWEEN ITEM CONTENT AND GROUP MEMBERSHIP ON ACHIEVEMENT TEST ITEMSJournal of Educational Measurement, 1981