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Examining the relationship between race-based differential item functioning and item difficulty

机译：检查基于种族的差异项功能与项目难度之间的关系

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摘要

Recent research examining racial differences on standardized cognitive tests has focused on the impact of test item difficulty. Studies using data from the SAT and GRE have reported a correlation between item difficulty and differential item functioning (DIF) such that minority test takers are less likely than majority test takers to respond correctly to easy test items. The statistical techniques used and the effect sizes reported in these studies have been heavily criticized. This study addresses these criticisms by examining the relationship between item difficulty and DIF by using alternative statistical techniques based on item response theory and a different standardized test. The results replicate previous research and provide support for the generalizability of the findings.
机译：近期针对标准化认知测试的种族差异研究集中在测试项目难度的影响上。使用来自SAT和GRE的数据进行的研究报告说，项目难度与项目差异功能（DIF）之间存在相关性，因此少数考生比多数考生正确回答易测项目的可能性要小。这些研究中所使用的统计技术和效果大小已受到严重批评。本研究通过使用基于项目反应理论和不同标准化测试的替代统计技术，检查项目难度与DIF之间的关系，从而解决了这些批评。结果重复了以前的研究，并为发现的可推广性提供了支持。

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