A method of investigating for possible bias in test items is proposed that uses analysis of variance for item data based on groups that have been selected to have identical test score distributions. The item data used are arcsin transformations of item difficulties. The methodological procedure has the following advantages: (1) The arcsin…

A follow-up technique is needed to identify items contributing to items-by-groups interaction when using an ANOVA procedure to examine a test for biased items. The method described includes distribution theory for assessing level of significance and is sensitive to items at all difficulty levels. (Author/GSK)

The methodology suggested in this paper employs a selection rule for identifying group members that generates groups that have a range of achievement within groups but equal distribution of raw scores between. (Author/BW)

Differential test performance by undergraduate males and females enrolled in a developmental educational psychology course (n=167) was reported on a quantitative examination as a function of item arrangement. Males were expected to perform better than females on tests whose items arranged easy to hard. Plake and Ansorge (1982) speculated this may…

Effects of item arrangement, test anxiety, and sex on a mathematics test taken by motivated, upper-division undergraduates and beginning graduate students were investigated. Results showed that males outperformed females when items were arranged from easy to hard. (Author/GK)

Three levels of the Iowa Tests of Basic Skills were studied to disclose the possible existence of sex bias in mathematics test items. Two mathematics tests (mathematical concepts and mathematics problem solving) and two comparison verbal tests (vocabulary and reading) were selected for analysis at three levels--grades 3, 6, and 8. Samples of 480…

Analysis of variance and subjective rating by curriculum specialists were used to identify biased items on the Iowa Tests of Basic Skills. Results show little agreement between statistical and subjective methods. Test developers should statistically support a reviewer's selection of biased items. (Author/CP)

Investigated the Mathematics Problem Solving (MPS) and Mathematics Concepts (MC) subtests of the Iowa Tests of Basic Skills for content and psychometric item bias at grades three, six, and eight. Identified items which favored either males or females. Found no skill classification, item content, or location trends. (Author/JAC)

The use of the Estes Reading Attitude Scale as a measure of academic attitude of fourth-, fifth-, and sixth- grade Mexican-American and Anglo student groups did not lead to substantial bias in test score interpretation. These results indicate that responses on the test as a whole can be judged as valid. (Author/PN)