普通硕士研究生英语入学考试阅读理解题目项目功能差异(DIF)研究-豆柴文库

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普通硕士研究生英语入学考试阅读理解题目项目功能差异(DIF)研究
Introduction
TheEnglishproficiencyofnon-nativeEnglishspeakersisassessedthroughstandardizedtestsundervariouscircumstances,includingacademicpurposessuchasuniversityadmission.ThepurposeofthisstudyistoinvestigatethedifficultyleveldifferencesamongthereadingcomprehensionitemsintheentranceexamoftheMaster'sdegreeprogramsinChina.Specifically,thestudyseekstoexploreDifferentialItemFunctioning(DIF)inthereadingcomprehensionsectionoftheexam.
Literaturereview
Inrecentyears,thetestingoflanguageproficiencyhasreceivedmuchattention,andresearchhasbeenconductedinavarietyofareas.DIFisonesuchareathathasattractedconsiderableattention.Differentialitemfunctioning(DIF)isanissuethatariseswhenitembiasesaredifferentbetweengroups.Inotherwords,twogroupswithequalabilitieswouldachievedifferentscoresonthetest.DIFisawidelyresearchedtopicdiscussedinpsychometryliteratureandhasbeenstudiedinnumerousfieldsaswellastesttypes.
ReadingcomprehensionhasbeenshowntobeinfluencedbyDIF,especiallywhenthetestiscreatedforinternationallanguagepurposes.DIFcanoccurinvariousways,forinstance,duetodifferencesinlanguageability,socio-economicstatus,andfamiliaritywiththetestitems.ResearchershavepredictedthatDIFinreadingcomprehensionexamsismostlydrivenbylinguisticfactorssuchassyntax,vocabulary,andsyntacticcomplexity.Additionally,DIFalsooccursduetotopicfamiliarity,sentencelength,andtextcoherence.Therefore,DIFisessentialtoinvestigate,especiallyinentranceexamsdesignedfornon-nativespeakersofEnglish.
Methodology
ThestudydatasetwascollectedfromtwoMaster'sdegreeentranceexaminationsinChina.Thesamplesweredrawnfromtwodifferentuniversitiesandconsistedof500participantsperexam.Theseexamsincludedreadingcomprehensionsectionsinwhicheachsectionhadtenmultiple-choiceitems.TheabilityparametersoftheexamswerethencalculatedusingIRT(ItemResponseTheory)modeling.Afterthat,DIFanalysisusingtheMantel-Haenszel(MH)procedurewasconductedtoexploreDIFacrossthetwoexams.
Results
TheresultsfromtheIRTmodelsindicatedthatthereadingcompre