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Using a Multidimensional Differential Item Functioning Framework to Determine if Reading Ability Affects Student Performance in Mathematics

机译:使用多维差异项功能框架来确定阅读能力是否会影响学生的数学表现

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摘要

Many teachers and curriculum specialists claim that the reading demand of many mathematics items is so great that students do not perform well on mathematics tests, even though they have a good understanding of mathematics. The purpose of this research was to test this claim empirically. This analysis was accomplished by considering examinees that differed in reading ability within the context of a multidimensional DIF framework. Results indicated that student performance on some mathematics items was influenced by their level of reading ability so that examinees with lower proficiency classifications in reading were less likely to obtain correct answers to these items. This finding suggests that incorrect proficiency classifications may have occurred for some examinees. However, it is argued that rather than eliminating these mathematics items from the test, which would seem to decrease the construct validity of the test, attempts should be made to control the confounding effect of reading that is measured by some of the mathematics items.
机译:许多教师和课程专家声称,许多数学项目的阅读需求是如此之大,以至于即使学生对数学有很好的理解,他们在数学测验中的表现仍然不佳。这项研究的目的是对这一说法进行实证检验。通过考虑在多维DIF框架中阅读能力不同的应试者来完成此分析。结果表明,学生在某些数学项目上的表现受其阅读能力水平的影响,因此阅读能力等级较低的考生不太可能获得对这些项目的正确答案。这一发现表明,某些应试者的能力分类可能不正确。但是,有人认为,与其从测试中消除这些数学项目,这似乎会降低测试的构造效度,不如尝试控制一些数学项目所测量的阅读的混杂效应。

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  • 来源
    《Applied Measurement in Education》 |2008年第2期|162-181|共20页
  • 作者单位

    University of Wisconsin—Milwaukee,;

    University of Wisconsin—Milwaukee,;

    University of Wisconsin—Milwaukee,;

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  • 正文语种 eng
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  • 入库时间 2022-08-17 13:13:13

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