{"id":{"repo_id":"siu-theses","oai_identifier":"oai:opensiuc.lib.siu.edu:dissertations-1103"},"canonical_url":"https://search.dev.ndltd.org/etd/siu-theses/oai:opensiuc.lib.siu.edu:dissertations-1103","repository":{"repo_id":"siu-theses","name":"Southern Illinois University","base_url":"https://opensiuc.lib.siu.edu/do/oai/"},"display":{"title":"HIGH-STAKES TESTS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: DISABILITY-BASED DIFFERENTIAL ITEM FUNCTIONING","abstract":"Students with learning disabilities are increasingly included in state accountability systems. The purpose of this study was to investigate disability-based differential item functioning (DIF) on a statewide high-stakes mathematics test administered in the Spring of 2003 to all students seeking a high-school diploma in one state in the eastern part of the U.S. Overall performance scores for all students in grade 10 taking the test for the first time were examined. Item performance scores for students with specific learning disabilities who took the test with and without state mandated accommodations were compared with that for students without disabilities after matching on total test score. It was hypothesized that more DIF items will favor students who received packages of accommodations. The standardization method for DIF analysis by Doran and Holland yielded the presence of items in two directions. This study revealed that more DIF items favored students without disabilities, and with substantially high indexes that could be problematic for understanding the meaning of scores for students with specific learning disabilities.","abstract_html":"Students with learning disabilities are increasingly included in state accountability systems. The purpose of this study was to investigate disability-based differential item functioning (DIF) on a statewide high-stakes mathematics test administered in the Spring of 2003 to all students seeking a high-school diploma in one state in the eastern part of the U.S. Overall performance scores for all students in grade 10 taking the test for the first time were examined. Item performance scores for students with specific learning disabilities who took the test with and without state mandated accommodations were compared with that for students without disabilities after matching on total test score. It was hypothesized that more DIF items will favor students who received packages of accommodations. The standardization method for DIF analysis by Doran and Holland yielded the presence of items in two directions. This study revealed that more DIF items favored students without disabilities, and with substantially high indexes that could be problematic for understanding the meaning of scores for students with specific learning disabilities.","abstract_has_math":false,"creators":["Anjorin, Idayatou"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Campus Only Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Mundschenk, Nancy","Ewing, Norma"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-12-01T08:00:00Z","date_published":"2009-12-01T08:00:00Z","updated_at":"2026-07-24T04:33:23Z","subjects":["accommodations","differential item functionning","high stakes test","students with disabilities"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://opensiuc.lib.siu.edu/dissertations/103","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mundschenk, Nancy","Ewing, Norma"]},{"key":"dc:creator","label":"Author","values":["Anjorin, Idayatou"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2009-12-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Only Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["accommodations","differential item functionning","high stakes test","students with disabilities"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://opensiuc.lib.siu.edu/dissertations/103"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Students with learning disabilities are increasingly included in state accountability systems. The purpose of this study was to investigate disability-based differential item functioning (DIF) on a statewide high-stakes mathematics test administered in the Spring of 2003 to all students seeking a high-school diploma in one state in the eastern part of the U.S. Overall performance scores for all students in grade 10 taking the test for the first time were examined. Item performance scores for students with specific learning disabilities who took the test with and without state mandated accommodations were compared with that for students without disabilities after matching on total test score. It was hypothesized that more DIF items will favor students who received packages of accommodations. The standardization method for DIF analysis by Doran and Holland yielded the presence of items in two directions. This study revealed that more DIF items favored students without disabilities, and with substantially high indexes that could be problematic for understanding the meaning of scores for students with specific learning disabilities."]},{"key":"dc:title","label":"Title","values":["HIGH-STAKES TESTS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: DISABILITY-BASED DIFFERENTIAL ITEM FUNCTIONING"]}]}],"canonical_facts":{"dc:contributor":["Mundschenk, Nancy","Ewing, Norma"],"dc:creator":["Anjorin, Idayatou"],"dc:date.available":["2009-12-01T08:00:00Z"],"dc:description.abstract":["Students with learning disabilities are increasingly included in state accountability systems. The purpose of this study was to investigate disability-based differential item functioning (DIF) on a statewide high-stakes mathematics test administered in the Spring of 2003 to all students seeking a high-school diploma in one state in the eastern part of the U.S. Overall performance scores for all students in grade 10 taking the test for the first time were examined. Item performance scores for students with specific learning disabilities who took the test with and without state mandated accommodations were compared with that for students without disabilities after matching on total test score. It was hypothesized that more DIF items will favor students who received packages of accommodations. The standardization method for DIF analysis by Doran and Holland yielded the presence of items in two directions. This study revealed that more DIF items favored students without disabilities, and with substantially high indexes that could be problematic for understanding the meaning of scores for students with specific learning disabilities."],"dc:identifier":["https://opensiuc.lib.siu.edu/dissertations/103"],"dc:subject":["accommodations","differential item functionning","high stakes test","students with disabilities"],"dc:title":["HIGH-STAKES TESTS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: DISABILITY-BASED DIFFERENTIAL ITEM FUNCTIONING"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Campus Only Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T04:33:23Z"}