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Applied Psychological Measurement
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The Validity of Item Bias Techniques with Math Word Problems

Gail Ironson

EDU 306D, University of South Florida, 4202 Fowler Avenue, Tampa FL 33620, U.S.A.

Susan Homan

EDU 306D, University of South Florida, 4202 Fowler Avenue, Tampa FL 33620, U.S.A.

Ruth Willis

EDU 306D, University of South Florida, 4202 Fowler Avenue, Tampa FL 33620, U.S.A.

Barbara Signer

University of Massachusetts

Item bias research has compared methods empiri cally using both computer simulation with known amounts of bias and real data with unknown amounts of bias. This study extends previous research by "planting" biased items in the realistic context of math word problems. "Biased" items are those in which the reading level is too high for a group of stu dents so that the items are unable to assess the stu dents' math knowledge. Of the three methods assessed (Angoff's transformed difficulty, Camilli's full chi- square, and Linn and Harnisch's item response theory, IRT, approach), only the IRT approach performed well. Removing the biased items had a minor effect on the validity for the minority group.

Applied Psychological Measurement, Vol. 8, No. 4, 391-396 (1984)
DOI: 10.1177/014662168400800403
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 Applied Psychological MeasurementHome page
R. E. Millsap and H. T. Everson
Methodology Review: Statistical Approaches for Assessing Measurement Bias
Applied Psychological Measurement, December 1, 1993; 17(4): 297 - 334.
[Abstract] [PDF]