CARCEIT is pleased to invite you to an upcoming seminar featuring Aliya Olzhayeva.
Title: Exploring Differential Item Functioning (DIF) in Reading Literacy Assessments and Examining Factors that Predict Reading Literacy Among Kazakhstani High-School Students
Date: Thursday, 26th of September, 2024
Time: 14:00-15:00
Location: Nazarbayev University, Block C3, Room 2004
Event Language: English
We kindly request you to register in advance if you wish to participate: https://forms.gle/4NQFX3jw9Zt8QCi56
If you cannot attend in person, you can participate online. The link will be sent to your email before the event.
Title: Exploring Differential Item Functioning (DIF) in Reading Literacy Assessments and Examining Factors that Predict Reading Literacy Among Kazakhstani High-School Students
Date: Thursday, 26th of September, 2024
Time: 14:00-15:00
Location: Nazarbayev University, Block C3, Room 2004
Event Language: English
We kindly request you to register in advance if you wish to participate: https://forms.gle/4NQFX3jw9Zt8QCi56
If you cannot attend in person, you can participate online. The link will be sent to your email before the event.
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This presentation will focus on a large-scale study validating reading literacy assessments in English among high-school students in Kazakhstan. The study examined Differential Item Functioning (DIF) to identify gender-based biases in test items, revealing that fiction passages tended to disadvantage male students, while non-fiction passages posed challenges for female students. Additionally, factors such as gender, school location, and mother's occupation were found to significantly predict reading ability and growth. The seminar will highlight the complexities of ensuring fair assessments and explore the implications for teaching and policy development.
This presentation will focus on a large-scale study validating reading literacy assessments in English among high-school students in Kazakhstan. The study examined Differential Item Functioning (DIF) to identify gender-based biases in test items, revealing that fiction passages tended to disadvantage male students, while non-fiction passages posed challenges for female students. Additionally, factors such as gender, school location, and mother's occupation were found to significantly predict reading ability and growth. The seminar will highlight the complexities of ensuring fair assessments and explore the implications for teaching and policy development.
