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Uncovering Differential Item Functioning effects using MIMIC and mediated MIMIC models.

Ioannis Tsaousis1, Maisaa Taleb S Alahmandi2, Halimah Asiri2

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Summary

This study found gender bias in the Academic Achievement Test (AAT), with males often answering more questions correctly. General cognitive ability (GAT) partially or fully explained this bias in test items.

Keywords:
Differential Item Functioning (DIF)MIMIC approachmediated MIMIC modelmediation analysisuniform DIF

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Area of Science:

  • Educational Measurement
  • Psychometrics
  • Gender Studies in Education

Background:

  • Scholastic achievement tests are crucial for educational assessment.
  • Gender bias in testing can lead to inequitable outcomes.
  • Understanding the source of bias is essential for test fairness.

Purpose of the Study:

  • To detect gender bias in the Academic Achievement Test (AAT) for the Science Track.
  • To investigate general cognitive ability as a mediator for observed gender bias.
  • To enhance the fairness and validity of educational assessments.

Main Methods:

  • Utilized the Multiple Indicators Multiple Causes (MIMIC) approach to identify Differential Item Functioning (DIF).
  • Applied a mediated MIMIC approach to analyze the role of general cognitive ability (GAT).
  • Sampled 1,300 Saudi high school students for robust statistical analysis.

Main Results:

  • Identified 13 AAT items exhibiting significant DIF across gender groups.
  • Males demonstrated a higher probability of correct answers on biased items.
  • General cognitive ability (GAT) fully or partially mediated the DIF effects in AAT items.

Conclusions:

  • General cognitive ability is a significant factor explaining gender-based DIF in the AAT.
  • Test developers should consider cognitive mediators when revising biased items.
  • Findings contribute to improving the quality and fairness of scholastic achievement tests.