Performance of exploratory structural equation model (ESEM) in detecting differential item functioning

The validity of a standardised test is questioned if an irrelevant construct accounted for the performance examinees, which wrongly modeled as ability in (test items). A must ensure precision examinee's irrespective their sub-population any demographic variables. This paper explored potentials gender and school location major covariates on West African Examinations Council (WAEC) mathematics items among examinees (N=2,866) using Exploratory Structural Equation Modeling (ESEM). results remarked that multidimensional (six-factors) with compliance fix indices (χ2 (940)=4882.024, p < 0.05, CFI=0.962, TLI=0.930, RMSEA=0.038, SRMR=0.030, 90 % CI=0.037-0.039, Akaike information criterion (AIC)=147290.577, Bayesian (BIC)=149585.436 Sample-size adjusted BIC=148362.154) respectively. Also, there were 10 (20 %) significant DIF WAEC to gender, while 3 (6 indicated location. Observed acquaint developers; existence may differentially affect same level. implications are severe examinees. Hence, accurate unbiased assessment should be basic principles item measurement, developers need free from biases psychometrically.