Assessing Differential Item Functioning in a Teacher Self-Assessment of Cultural Responsiveness

2021 ◽  
pp. 073428292110264
Author(s):  
Lindsay M. Fallon ◽  
Sadie C. Cathcart ◽  
Austin H. Johnson
Keyword(s):  
Differential Item Functioning ◽  
Classroom Practice ◽  
Teaching Experience ◽  
The United States ◽  
National Sample ◽  
Cultural Responsiveness ◽  
Self Assessment ◽  
Teacher Race ◽  
Item Functioning ◽  
K 12

The Assessment of Culturally and Contextually Relevant Supports (ACCReS) was developed in response to the need for well-constructed instruments to measure teachers’ cultural responsiveness and guide decision-making related to professional development needs. The current study sought to evaluate the presence of differential item functioning (DIF) in ACCReS items and the magnitude of DIF, if detected. With a national sample of 999 grade K-12 teachers in the United States, we examined measurement invariance of ACCReS items in relation to responses from (a) racially and ethnically minoritized (REM) youth and white teachers (teacher race), (b) teachers in schools with 0–50% and 51–100% REM youth (student race), and (c) teachers with <1–5 years of teaching experience and teachers with >5 years of experience. Findings suggested that ACCReS items exhibited negligible levels of DIF. The lack of DIF found provides additional evidence for the validity of scores from the ACCReS to assess teachers’ cultural responsiveness. Furthermore, descriptive analyses revealed that teachers were more likely to agree with items pertaining to their own classroom practice than items related to access to adequate training and support. Results inform implications for future educational and measurement research.

scholarly journals A Differential Item Functioning (DIF) Analysis of the Communicative Participation Item Bank (CPIB): Comparing Individuals With Parkinson's Disease From the United States and New Zealand

2014 ◽  
Vol 57 (1) ◽  
pp. 90-95 ◽  
Author(s):  
Carolyn Baylor ◽  
Megan J. McAuliffe ◽  
Louise E. Hughes ◽  
Kathryn Yorkston ◽  
Tim Anderson ◽  
...  
Keyword(s):  
United States ◽  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
New Zealand ◽  
Differential Item Functioning ◽  
The United States ◽  
Item Bank ◽  
Self Report ◽  
Item Functioning ◽  
Communicative Participation

Purpose To examine the cross-cultural applicability of the Communicative Participation Item Bank (CPIB) through a comparison of respondents with Parkinson's disease (PD) from the United States and New Zealand. Method A total of 428 respondents—218 from the United States and 210 from New Zealand—completed the self-report CPIB and a series of demographic questions. Differential item functioning (DIF) analyses were conducted to examine whether response bias was present across the 2 groups. Results No items were identified as having statistically significant DIF across the U.S. and N.Z. cohorts. Conclusion The current CPIB items and scoring parameters are also suitable for use with respondents from New Zealand.

scholarly journals Screening for Elevated Levels of Fear-Avoidance Beliefs Regarding Work or Physical Activities in People Receiving Outpatient Therapy

2009 ◽  
Vol 89 (8) ◽  
pp. 770-785 ◽  
Author(s):  
Dennis L. Hart ◽  
Mark W. Werneke ◽  
Steven Z. George ◽  
James W. Matheson ◽  
Ying-Chih Wang ◽  
...  
Keyword(s):  
Differential Item Functioning ◽  
The United States ◽  
Physical Activities ◽  
Screening Tools ◽  
Outpatient Rehabilitation ◽  
Screening Methods ◽  
Fear Avoidance ◽  
Maximum Information ◽  
Fear Avoidance Beliefs ◽  
Item Functioning

BackgroundScreening people for elevated levels of fear-avoidance beliefs is uncommon, but elevated levels of fear could worsen outcomes. Developing short screening tools might reduce the data collection burden and facilitate screening, which could prompt further testing or management strategy modifications to improve outcomes.ObjectiveThe purpose of this study was to develop efficient yet accurate screening methods for identifying elevated levels of fear-avoidance beliefs regarding work or physical activities in people receiving outpatient rehabilitation.DesignA secondary analysis of data collected prospectively from people with a variety of common neuromusculoskeletal diagnoses was conducted.MethodsIntake Fear-Avoidance Beliefs Questionnaire (FABQ) data were collected from 17,804 people who had common neuromusculoskeletal conditions and were receiving outpatient rehabilitation in 121 clinics in 26 states (in the United States). Item response theory (IRT) methods were used to analyze the FABQ data, with particular emphasis on differential item functioning among clinically logical groups of subjects, and to identify screening items. The accuracy of screening items for identifying subjects with elevated levels of fear was assessed with receiver operating characteristic analyses.ResultsThree items for fear of physical activities and 10 items for fear of work activities represented unidimensional scales with adequate IRT model fit. Differential item functioning was negligible for variables known to affect functional status outcomes: sex, age, symptom acuity, surgical history, pain intensity, condition severity, and impairment. Items that provided maximum information at the median for the FABQ scales were selected as screening items to dichotomize subjects by high versus low levels of fear. The accuracy of the screening items was supported for both scales.LimitationsThis study represents a retrospective analysis, which should be replicated using prospective designs. Future prospective studies should assess the reliability and validity of using one FABQ item to screen people for high levels of fear-avoidance beliefs.ConclusionsThe lack of differential item functioning in the FABQ scales in the sample tested in this study suggested that FABQ screening could be useful in routine clinical practice and allowed the development of single-item screening for fear-avoidance beliefs that accurately identified subjects with elevated levels of fear. Because screening was accurate and efficient, single IRT-based FABQ screening items are recommended to facilitate improved evaluation and care of heterogeneous populations of people receiving outpatient rehabilitation.

scholarly journals Teaching and Learning During the Pandemic: Challenges ‎and Merits of International Co-Designing and Instruction ‎

2021 ◽  
Vol 12 (3) ◽  
pp. 57-70
Author(s):  
Trang Phan ◽  
Mary Paul
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
The United States ◽  
Online Course ◽  
Pedagogical Strategies ◽  
Self Reflection ◽  
Rapid Transition ◽  
Long Course ◽  
K 12

This design case describes the design process and decisions of facilitating a week-long course on virtual teaching strategies taught by three facilitators, one in Vietnam and two in the United States at the onset of the COVD-19 pandemic. Participants were K-12 and college educators in Vietnam. The goal of the course was to introduce the Vietnamese educators to educational technology and pedagogical strategies for teaching virtually. The case also reports the facilitators’ self-reflection and biases prevalent within a Western curriculum culture as they attempted to deliver the content knowledge and connect with the Vietnamese learners. Finally, their insights into designing and implementing a cross-cultural, multilingual international online course within a rapid transition context are also shared. The intercultural online teaching experience provided a broader understanding of how students learn and what is valued.

Evaluating Differential Item Functioning (DIF) of the Chinese Version of the Behavioral Activation for Depression Scale (C-BADS)

2020 ◽  
Vol 36 (2) ◽  
pp. 303-323
Author(s):  
Yun Chen ◽  
David Thissen ◽  
Deepika Anand ◽  
Lung Hung Chen ◽  
Hong Liang ◽  
...  
Keyword(s):  
Differential Item Functioning ◽  
Behavioral Activation ◽  
Assessment Tool ◽  
Depression Scale ◽  
The United States ◽  
Cross Cultural ◽  
Study Item ◽  
Cross Cultural Differences ◽  
Item Functioning ◽  
Item Level

Abstract. Depression is prevalent in both China and Taiwan, and Behavioral Activation (BA), an Evidence-Based Treatment (EBT) for depression, is ideally suited for cross cultural implementation. As a first step, the current study examined cross cultural differences in the understanding of BA constructs, by investigating item level differences in functioning between the English and Chinese versions of Behavioral Activation for Depression Scale (BADS and C-BADS; Kanter, Mulick, Busch, Berlin, & Martell, 2007 ; Li, Ding, Kanter, Zeng, & Yang, 2014) . 752 college students were recruited from China, Taiwan, and the United States. Factorial invariance-based Differential Item Functioning (DIF) analysis was used to study item level differences in functioning for the BADS and C-BADS. Results. DIF was observed in the majority of BADS items, with items in the avoidance and impairment factors showing the greatest DIF. The constructs of avoidance and impairment demonstrate less cross-cultural generalizability compared to the activation construct. Suggestions for the implementation of DIF analysis for future cross cultural psychometric studies, and further modification of the C-BADS as a clinical assessment tool in China and Taiwan, are discussed.

No Evidence for Ethnic and Racial Bias in the Tryout Edition of the Merrill-Palmer Scale—Revised

2004 ◽  
Vol 94 (1) ◽  
pp. 217-220 ◽  
Author(s):  
Rachele L. Floyd ◽  
Kathleen Gathercoal ◽  
Gale Roid
Keyword(s):  
Differential Item Functioning ◽  
Racial Bias ◽  
The United States ◽  
Childhood Development ◽  
Racial Groups ◽  
Potential Bias ◽  
Hispanic Children ◽  
Cultural Validity ◽  
Item Functioning ◽  
Partial Correlations

This research examined a revised version of the Merrill-Palmer Scale, a test of childhood development, to assess the cultural validity of items, i.e., Differential Item Functioning. Archival data were used to determine the Differential Item Functioning of items for 245 African-American, Euro-American, and Hispanic children, ages 3–6 years. Subjects were gathered from all four regions of the United States. Potential bias was examined through the use of partial correlations. Statistical analyses suggest that the Tryout Edition of the Merrill-Palmer Scale–Revised was not systematically biased toward any of the three racial groups examined.

Analysis of Differential Item Functioning (DIF) Using Hierarchical Logistic Regression Models

2002 ◽  
Vol 27 (1) ◽  
pp. 53-75 ◽  
Author(s):  
David B. Swanson ◽  
Brian E. Clauser ◽  
Susan M. Case ◽  
Ronald J. Nungester ◽  
Carol Featherman
Keyword(s):  
Logistic Regression ◽  
Differential Item Functioning ◽  
Empirical Bayes ◽  
Predictive Accuracy ◽  
Large Data ◽  
The United States ◽  
Related Item ◽  
Data Set ◽  
Hierarchical Logistic Regression ◽  
Item Functioning

Over the past 25 years a range of parametric and nonparametric methods have been developed for analyzing Differential Item Functioning (DIF). These procedures are typically performed for each item individually or for small numbers of related items. Because the analytic procedures focus on individual items, it has been difficult to pool information across items to identify potential sources of DIF analytically. In this article, we outline an approach to DIF analysis using hierarchical logistic regression that makes it possible to combine results of logistic regression analyses across items to identify consistent sources of DIF, to quantify the proportion of explained variation in DIF coefficients, and to compare the predictive accuracy of alternate explanations for DIF. The approach can also be used to improve the accuracy of DIF estimates for individual items by applying empirical Bayes techniques, with DIF-related item characteristics serving as collateral information. To illustrate the hierarchical logistic regression procedure, we use a large data set derived from recent computer-based administrations of Step 2, the clinical science component of the United States Medical Licensing Examination (USMLE®). Results of a small Monte Carlo study of the accuracy of the DIF estimates are also reported.

Investigating the Impact of edTPA Professional Development on Classroom Practice and Student Teaching Experience

2017 ◽  
Vol 70 (2) ◽  
pp. 102-114 ◽  
Author(s):  
Scott Kissau ◽  
Laura C. Hart ◽  
Bob Algozzine
Keyword(s):  
Professional Development ◽  
Student Teaching ◽  
Classroom Practice ◽  
Teaching Experience ◽  
Teacher Preparation Programs ◽  
High Stakes ◽  
Preparation Programs ◽  
Teacher Training Programs ◽  
K 12 ◽  
The Impact

In an era of increased teacher accountability, teacher preparation programs across the country are faced with increasing pressure to adopt rigorous and high stakes performance-based assessments, such as edTPA, that provide data-based evidence that their candidates are ready to teach upon program completion. Furthermore, in response to new accreditation standards for teacher training programs established by the Council for Accreditation of Educator Preparation, colleges of education are now required to demonstrate enduring and mutually beneficial partnerships with K-12 partners. Given the influence of the K-12 cooperating teacher (CT) on candidate classroom practice, providing professional development (PD) to CTs on edTPA represents a possible means of accomplishing both goals. This study examined the impact of an edTPA PD workshop designed specifically for CTs on CT practice and candidate edTPA scores. Results suggest that candidates placed with CTs who have received edTPA PD can benefit from increased CT knowledge about the edTPA assessment.

Fostering the Future STEM Workforce via Industry and Capstone Design Class Partnerships

2013 ◽  
Author(s):  
Christina L. Carmen ◽  
Deborah L. Fraley
Keyword(s):  
Stem Education ◽  
Engineering Students ◽  
Teaching Experience ◽  
The United States ◽  
Theoretical Concepts ◽  
Hands On ◽  
The Future ◽  
Stem Workforce ◽  
K 12 ◽  
Capstone Design

In order to promote the pursuit of Science, Technology, Engineering and Mathematics (STEM) education and careers among Kindergarten through 12th grade students (K-12), a partnership between the University of Alabama in Huntsville (UAH) and the Tennessee Valley Chapter of Women in Defense (WID)-a non-profit national security organization-has been established. The collaborative effort commenced as a result of the WID STEM Initiative (STEMi); a program that aims to actively encourage and inspire youth of the United States (US) to seek STEM careers. The UAH/WID partnership was initiated within a Mechanical and Aerospace Engineering (MAE) capstone design class at UAH that focuses upon the design and fabrication of unique and patentable products. In order to target the K-12 age groups, the UAH/WID effort centered upon the development of products that would inspire the younger students and allow them the opportunity to interact with a hands-on artifact that conveys a specific STEM phenomenon. Several of these artifacts-referred to as STEM tools-have been developed as a result of the UAH/WID collaboration and include the following: fluid flow circuit, interactive solar system, trebuchet, ballistic pendulum, pulley system, and a Wimshurst machine-to name a few. The hands-on STEM tools motivate younger students, as interacting with hardware reinforces theoretical concepts presented in the classroom. While the primary goal of the UAH/WID partnership is to develop the future STEM workforce by inspiring younger students, through hands-on STEM tool interaction, other critical benefits have resulted. Specifically, the engineering design students have garnered invaluable experience associated with meeting stakeholder expectations, designing with safety as a top-level criterion, as well as gaining teaching experience via lessons directed to the K-12 students. Survey data gathered from the K-12 students and teachers clearly indicates that the younger students are inspired and motivated to seek a STEM education and career as a result of the UAH/WID effort. The current paper provides an overview of the UAH/WID partnership, a description of the resulting STEM tools developed, and data conveying the learning outcome and impact that the UAH/WID partnership has had upon the K-12 students, their teachers, and the engineering students at UAH.

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