Reading comprehension test fairness across gender and mode of learning: insights from IRT-based differential item functioning analysis

Abstract Given the significance of test fairness, this study aimed to investigate a reading comprehension for evidence differential item functioning (DIF) based on English as Foreign Language (EFL) learners’ gender and their mode learning (conventional vs. distance learning). To end, 514 EFL learners were asked take 30-item multiple-choice test. After establishing unidimensionality local independence data prerequisites DIF analyses, Rasch model-based analysis was conducted across learning. The results showed that there two gender-DIF items which functioned differentially in favor female respondents. Also, terms revealed no target groups indicating same way who enjoyed conventional compared those experienced self-directed In findings discussed implications provided.