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Direct linkMoradi, Elahe; Ghabanchi, Zargham; Pishghadam, Reza – Language Testing in Asia, 2022
Given the significance of the test fairness, this study aimed to investigate a reading comprehension test for evidence of differential item functioning (DIF) based on English as a Foreign Language (EFL) learners' gender and their mode of learning (conventional vs. distance learning). To this end, 514 EFL learners were asked to take a 30-item…
Descriptors: Reading Comprehension, Test Bias, Test Items, Second Language Learning
Moghadam, M.; Nasirzadeh, F. – Language Testing in Asia, 2020
The present study tries to investigate the fairness of an English reading comprehension test employing Kunnan's (2004) test fairness framework (TFF) as the most comprehensive model available for test fairness. The participants of this study comprised 300 freshman students taking general English course chosen based on the availability sampling,…
Descriptors: Test Bias, Reading Tests, Reading Comprehension, Test Items
Sadeghi, Karim; Abolfazli Khonbi, Zainab – Language Testing in Asia, 2017
As perfectly summarised by Ida Lawrence, "Testing is growing by leaps and bounds across the world. There is a realization that a nation's well-being depends crucially on the educational achievement of its population. Valid tests are an essential tool to evaluate a nation's educational standing and to implement efficacious educational reforms.…
Descriptors: Test Items, Item Response Theory, Computer Assisted Testing, Adaptive Testing
Song, Xiaomei; He, Lianzhen – Language Testing in Asia, 2015
"Project 211" is one of the most important educational policies in China, which aims at selecting a small number of "key universities" for sustainable development in the 21st century. These selected "key universities" have received substantial funding from the government so they can recruit outstanding faculty and be…
Descriptors: Foreign Countries, Educational Policy, Public Policy, Language Tests
Runnels, Judith – Language Testing in Asia, 2013
Differential item functioning (DIF) is when a test item favors or hinders a characteristic exhibited by group members of a test-taking population. DIF analyses are statistical procedures used to determine to what extent the content of an item affects the item endorsement of sub-groups of test-takers. If DIF is found for many items on the test, the…
Descriptors: Test Items, Test Bias, Item Response Theory, College Freshmen
