Differential item functioning across gender on three subtests of EGMA

Abstract

Researchers in educational measurement use Differential Item Functioning (DIF) to examine whether test items are functioning uniquely across subgroups of test participants while taking into account their ability level. DIF is essential for test validity arguments, thus making it a necessary part of validity studies. This study examines DIF across gender on three subtests of the Early Grade Mathematics Assessment (EGMA) (number identification, number discrimination, and recognition of number patterns) using a logistic regression procedure. Study participants were Grade 2 and Grade 3 primary students who participated in the 2018 Early Grade Mathematics Assessment Survey in Zambia. The study employed a three-step logistic regression procedure on test items for number identification, number discrimination, and recognition of number patterns to determine whether DIF was present or not. The results, on the whole, show that none of the subtest items of number identification, number discrimination, and recognition of number patterns showed DIF.