Bennett, R. E., Rock, D. A., & Novatkoski, I. (1989). Differential item functioning on the SAT-M Braille edition . Journal of Educational Measurement , 26 (1), 67–79. https://doi.org/10.1111/j.1745-3984.1989.tb00319.x
Bennett, R. E., Rock, D. A., & Novatkoski, I. (1989). Differential item functioning on the SAT-M Braille edition. Journal of Educational Measurement, 26(1), 67–79. https://doi.org/10.1111/j.1745-3984.1989.tb00319.x
Students completed a Braille version of the test (with extended time).
Participants with visual impairments (261) were drawn from a pool of students taking special, extended time administrations of the SAT forms WSA2, WSA5, and CSA5. Students with visual impairments receiving a special test edition other than Braille (cassette, large type) were not included. The results were compared with students without disabilities completing a standard administration of the test (8015).
The math section of the Scholastic Aptitude Test (SAT-M) was used as a dependent variable.
Results indicated that differential item functioning was evident for a variety of items. There was an association between selected item categories and differential functioning, particularly for items that included figures in the stimulus, items for which spatial estimation was helpful in eliminating at least two of the options, and items that presented figures that were small or medium in size.