References
[1]. Ackerman, T. A., Gierl, M. J., & Walker, C. M. (2003).
Using multidimensional item response theory to evaluate
educational and psychological tests. Educational
Measurement: Issues and Practice, 22(3), 37-51. https://doi.org/10.1111/j.1745-3992.2003.tb00136.x
[2]. Aryadoust, V. & Goh, C. (2010). Investigating the
Construct Validity of the MELAB Listening Test through the
Rasch Analysis and Correlated Uniqueness Modeling.
English Language Institute, University of Michigan, 8, 1-30.
[3]. Aryadoust, V., Goh, C. C., & Kim, L. O. (2011). An
investigation of differential item functioning in the MELAB
listening test. Language Assessment Quarterly, 8(4), 361-385. https://doi.org/10.1080/15434303.2011.628632
[4]. Bachman, L. F. (1990). Fundamental Considerations
in Language Testing. Oxford University Press, New York, 1-408.
[5]. Battista, M. T. (1990). Spatial visualization and gender
differences in high school geometry. Journal for Research
in Mathematics Education, 21(1), 47-60. https://doi.org/10.5 951/jresematheduc.21.1.0047
[6]. Breland, H., Lee, Y. W., Najarian, M., &Muraki, E.
(2004). An analysis of TOEFL CBT writing prompt difficulty
and comparability for different gender groups. ETS
Research Report Series, 2004(1), 1-54. https://doi.org/10.1002/j.2333-8504.2004.tb01932.x
[7]. Camilli, G., and Shepard, L. A. (1994). Methods for
Identifying Biased Test Items. Sage Publications, Thousand
Oaks, California.
[8]. Caporrimo, R. (1990). Gender, Confidence, Math:
Why Aren't Girls "Where the Boys Are"?. Annual Meeting of
the American Psychological Association, Boston, 1-24.
[9]. Cohen, J. (1988). Statistical Power Analysis for the
Behavioural Sciences. Routledge, New York, (pp.567).
https://doi.org/10.4324/9780203771587
[10]. Connor, J. M., & Serbin, L. A. (1985). Women and
Mathematics: Balancing the Equation. Lawrence
Erlbaum Associates,151-174.
[11]. Dorans, N. J., & Holland, P. W. (1992). DIF detection
and description: Mantel Haenszel and standardization.
ETS Research Report Series, 1992(1), 1-40. https://doi.org/10.1002/j.2333-8504.1992.tb01440.x
[12]. Ferne, T., & Rupp, A. A. (2007). A synthesis of 15 years
of research on DIF in language testing: Methodological
advances, challenges, and recommendations.
Language Assessment Quarterly, 4(2), 113-148. https://doi.org/10.1080/15434300701375923
[13]. French, A. W., & Miller, T. R. (1996). Logistic regression
and its use in detecting differential item functioning in
polytomous items. Journal of Educational Measurement,
33(3), 315-332. https://doi.org/10.1111/j.1745-3984.1996.tb00495.x
[14]. Geranpayeh, A., & Kunnan, A. J. (2007). Differential
item functioning in terms of age in the certificate in
advanced English examination. Language Assessment
Quarterly, 4(2), 190-222. https://doi.org/10.1080/15434300701375758
[15]. Kaiser, A. P. (1993). Parent-implemented language
intervention: An environmental system perspective.
Enhancing Children's Communication: Research
Foundations for Intervention, 2, 63-84.
[16]. Kunnan, A. J. (1990). DIF in native language and
gender groups in an ESL placement test. TESOL Quarterly,
24(4), 741-746. https://doi.org/10.2307/3587128
[17]. Luppescu, S. (1993). DIF detection examined. Rasch
Measurement Transactions, 7(2), 285-286.
[18]. Marañón, P. P., Garcia, M. I. B., & Costas, C. S. L.
(1997). Identification of nonuniform differential item
functioning: A comparison of Mantel-Haenszel and item
response theory analysis procedures. Educational and
Psychological Measurement, 57(4), 559-568. https://doi.org/10.1177/0013164497057004002
[19]. O'Neill, K. A., & McPeek, W. M. (1993). Item and test
characteristics that are associated with differential item
functioning. In P. W. Holland & H. Wainer (Eds.), Differential
Item Functioning, (pp. 255–276), Lawrence Erlbaum
Associates, Inc.
[20]. Roever, C. (2005). That's not fair! Fairness, bias, and
differential item functioning in language testing. SLS
Brown Bag, 9(15), 1-14.
[21]. RTI International. (2014). Early Grade Mathematics
Assessment (EGMA) Toolkit. Retrieved from https://iercpublicfiles.s3.amazonaws.com/public/resources/EGMA%20Toolkit_March2014.pdf
[22]. Salehi, M., & Tayebi, A. (2012). Differential Item
Functioning (DIF) in terms of gender in the reading
comprehension subtest of a high-stakes test. Iranian
Journal of Applied Language Studies, 4(1), 135-168.
[23]. Swaminathan, H. (1994). Differential Item
Functioning: A Discussion. University of Ottawa, Canada.
[24]. Swaminathan, H., & Rogers, H. J. (1990). Detecting
differential item functioning using logistic regression
procedures. Journal of Educational Measurement, 27(4),
361-370. https://doi.org/10.1111/j.1745-3984.1990.tb00754.x
[25]. Teresi, J. A., & Fleishman, J. A. (2007). Differential
item functioning and health assessment. Quality of Life
Research, 16(1), 33-42. https://doi.org/10.1007/s11136-007-9184-6
[26]. USAID. (2016). Early Grade Reading and
Mathematics Assessment in the Republic of Macedonia:
Study Report. Retrieved from https://www.stepbystep.org.mk/WEBprostor/EGRA_and_EGMA_Study_Report_-_May_2015.pdf
[27]. Walstad, W. B., & Robson, D. (1997). Differential item
functioning and male-female differences on multiplechoice
tests in economics. The Journal of Economic
Education, 28(2), 155-171.
[28]. Wright, B. D., & Stone, M. H. (1988). Identification of
item bias using Rasch measurement. Research
Memorandum, 55.
[29]. Zeidner, M. (1987). A comparison of ethnic, sex and age bias in the predictive validity of English language
aptitude tests: Some Israeli data. Language Testing, 4(1),
55-71. https://doi.org/10.1177/026553228700400106
[30]. Zumbo, B. D. (1999). A Handbook on the Theory and
Methods of Differential Item Functioning (DIF). National
Defense Headquarters, Ottawa, 1-57.
[31]. Zumbo, B. D. (2007). Three generations of DIF
analyses: Considering where it has been, where it is now,
and where it is going. Language Assessment Quarterly,
4(2), 223-233. https://doi.org/10.1080/15434300701375832
