DIF analysis finds mostly negligible or slight-to-moderate differential item functioning, with only one item showing moderate-to-large DIF favoring Asian over White participants¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2026: tool and model accuracy changes quickly

Subclaims¶

q2 i? Across seven demographic group comparisons, only the item "I follow coders on social media" exhibited moderate to large DIF (C+), indicating Asian participants were more likely to endorse it than White participants with similar coding career intentions. → Kao 2023

Evidence¶

Kao 2023¶

Kao, Y., Murphy, D., Hubbard Cheuoua, A., Kannan, P., Tsan, J., Jennings, K. E., Smith, H., Emanuel, S., & Miller, E. R. (2023). Survey development for assessing student computing career intentions: Technical report. WestEd. https://eric.ed.gov/?id=ED638631

q2 · i? · design · r3

DIF analyses using the standardization method with ETS classification compared seven reference/focal demographic groups in the field-test sample. The article reports one C+ item and several B-category items; no effect size is printed.

"Although several items show slight to moderate DIF (i.e., B+/−), the item “I follow coders on social media” was the only one to exhibit moderate to large DIF (i.e., C+). The C+ ETS categorization indicates that Asian participants were more likely to follow coders on social media than were their White counterparts with similar coding career intentions."

Discussion¶

Related Claims¶

• DIF analyses indicate the vast majority of MAP Growth items show negligible differential item functioning across gender and racial/ethnic groups — a broader claim this one bears on
• Cultivate survey items function without systematic bias across student groups by race/ethnicity, gender, economic disadvantage, learning differences, or EL status — a broader claim this one bears on
• Most Spanish test items show negligible differential item functioning across gender and Hispanic–White comparisons — a broader claim this one bears on
• DIF study finds most items in category A, with C DIF rare (~1%) except for the Native English/Bilingual group (6.66%) — a broader claim this one bears on
• The overall CT–PCK Survey functioned similarly across teacher characteristic groups, though some items showed raw differential item functioning above 0.64 logits — related