Evaluating Possible Bias in a Giftedness Assessment: An Empirical Comparison of IRT and Non-IRT (Parametric and Non-Parametric) Techniques for Detecting Differential Item Functioning
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Date
2019-04-01
Type of Work
Department
Psychology
Program
Doctor of Philosophy
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Abstract
Every year, students from 3rd, 6th, and 9th are nominated to take the Multiple Cognitive Abilities Assessment (Mawhiba Assessment) to determine whether they possess giftedness and are entitled to special programs that cater to such giftedness. Students who meet a certain threshold on all fours areas of learning measured on the assessment are determined to be gifted and are thus given many opportunities to utilize their giftedness. Considering the importance of this assessment and the benefits given to those who do well on it, it is essential to ensure that the assessment is fair for all individuals who are chosen to take it.
This study looks at determining whether the items on the Mawhiba Assessment function similarly for both males and females who take the assessment. Eight different types of DIF analyses were conducted to ensure gender fairness and compared to test whether these methods give similar results for every item on the assessment with females (reference group) and males (focal group). For two of the most common analyses, Mantel-Haenszel and Lord’s Chi-Square, DIF analyses were run between males and females for the entire sample as well as for those identified as being gifted, as defined by specific parameters set by the researcher. It was found that the DIF had larger effects with the gifted sample as compared to the overall sample. The remaining six DIF analyses only looked at differences between males and females for the overall sample. The multiple DIF analyses produced findings that allowed the researcher to obtain a complete understanding of possible gender bias.
Generally, it can be concluded that the Mawhiba Assessment is a fair assessment; however, males were more advantaged on the Mathematical and Spatial Reasoning and Scientific and Mechanical Reasoning sections, whereas females were more advantaged on the Linguistic Reasoning and Comprehension section. Both groups had an equal advantage on the Mental Flexibility section. These findings reflect what has been found in previous research and can be used by the officials who develop and maintain the Mawhiba Assessment to help ensure a fair testing instrument.