Equity on General English Achievement Tests through Gender-based DIF Analysis across Different Majors

Subject Areas :

Mehri  Jamalzadeh ¹ (Department of English language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)
Ahmadreza  Lotfi ² (Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran)
Masoud  Rostami ³ (Department of Languages and Literature, Yazd University, Yazd, Iran)

Received: 2022-10-18 Accepted : 2022-11-30 Published : 2022-12-01

Keywords: gender, Equity, Test Validation,   Differential Item Functioning (DIF), General English achievement test, IAUGEAT, IRT,

Abstract :

This study is an investigation of gender equity in the context of the General English Achievement Test developed and used at Islamic Azad University (Isfahan Branch, IRAN), henceforth IAUGEAT, with test takers majoring in different fields of study. A sample of 835 students sitting for IAUGEAT was chosen purposively. The test scores were analyzed by the one-parameter IRT model. A focus group interview (10 test developers and language teachers) was also used to inquire into their perceptions about the impact of test takers’ gender and major on test equity. The findings of the DIF analysis indicated a reciprocal action between item type and gender DIF as some items exhibited DIF across different subgroups. In three subgroups, they favored female students. In one subgroup, they favored males. In the other two subgroups, they favored males and females alike. The qualitative data obtained from the focus group interview further confirmed the results. In general, our findings strongly suggest that checking gender equity via a Rasch-model DIF analysis is both eminent and convergent with a qualitative evaluation of test-takers' performance by test developers and instructors.

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