Examining test fairness across gender in a computerised reading test: A comparison between the Rasch-based DIF technique and MIMIC
Xuelian Zhu, Sichuan International Studies University, China; National Institute of Education, Nanyang Technological University, Singapore
Vahid Aryadoust, National Institute of Education, Nanyang Technological University, Singapore
Vahid Aryadoust, National Institute of Education, Nanyang Technological University, Singapore
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https://doi/10.0000/0000
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Volume 8, Issue 2, 2019
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Abstract: Test fairness has been recognised as a fundamental requirement of test validation. Two quantitative approaches to investigate test fairness, the Rasch-based differential item functioning (DIF) detection method and a measurement invariance technique called multiple indicators, multiple causes (MIMIC), were adopted and compared in a test fairness study of the Pearson Test of English (PTE) Academic Reading test (n = 783). The Rasch partial credit model (PCM) showed no statistically significant uniform DIF across gender and, similarly, the MIMIC analysis showed that measurement invariance was maintained in the test. However, six pairs of significant non-uniform DIF (p < 0.05) were found in the DIF analysis. A discussion of the results and post-hoc content analysis is presented and the theoretical and practical implications of the study for test developers and language assessment are discussed.
Keywords: Pearson Test of English (PTE) Academic Reading test, Rasch-based partial credit model, MIMIC, differential item functioning (DIF), measurement invariance