OBJECTIVE The objective was to determine whether the School Version of the Assessment of Motor and Process Skills (School AMPS) is valid when used to evaluate students in different world regions. METHOD Participants were 984 students, ages 3-13 yr, from North America, Australia and New Zealand, United Kingdom, and the Nordic countries, matched for age and diagnoses. We used FACETS many-facete...

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 indepe...

The authors report differential item functioning (DIF) between Black and White participants completing the 60-item Padua Inventory (PI) for obsessive-compulsive disorder (OCD). The authors use an Internet-generated sample that included 105 Blacks, 67 Hispanics, 582 Whites, and 136 additional participants reporting an OCD diagnosis. Factor analysis replicated prior work indicating the PI consist...

The Conditional Reasoning Test for Aggression (CRT-A; James et al., 2005) is based on the ideas that aggressive individuals use motive-based cognitive biases to see their behavior as reasonable and that those biases can be measured with specially designed inductive reasoning tasks. The test has shown promising psychometric characteristics for U. S. samples but has not been validated in other cu...

Given that a key function of tests is to serve as evaluation instruments and for decision making in the fields of psychology and education, the possibility that some of their items may show differential behaviour is a major concern for psychometricians. In recent decades, important progress has been made as regards the efficacy of techniques designed to detect this differential item functioning...

This article examines nonmathematical linguistic complexity as a source of differential item functioning (DIF) in math word problems for English language learners (ELLs). Specifically, this study investigates the relationship between item measures of linguistic complexity, nonlinguistic forms of representation and DIF measures based on item response theory difficulty parameters in a state fourt...

Differential item functioning (DIF) is a critical step in providing evidence to support scoring inference building validity argument for psychological or educational assessment. Effect sizes can assist understanding the accumulation of DIF at test score level. The current simulation study investigated performance several proposed effect size measures under variety conditions. Conditions include...

BACKGROUND Self-reported health status measures, like the Short Form 36-item Health Survey (SF-36), can provide rich information about the overall health of a population and its components, such as physical, mental, and social health. However, differential item functioning (DIF), which arises when population sub-groups with the same underlying (i.e., latent) level of health have different measu...