Funcionamiento diferencial del ítem en pruebas de matemática para educación media
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| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Data de Publicación: | 2011 |
| Descripción: | The topic of this research concerns al differential item functioning (DIF) and its explanation for items in Math exam from the Costa Rican national exit tests in Secondary Education. Nowadays, the theme of DIF is one central issue in test validation, considering the wide use of tests for selection, promotion and certification purposes in the educational field. Despite that importance, research about identifying DIF or its sources has not been carried out in Costa Rica. In this context and considering this need, is that this study aims to contribute, in one hand, to provide a methodological approach for a more comprehensive study of DIF and its explanations, and, in the other hand, to generate some theoretical hypotheses about sources of DIF for the population of students enlisted with Attention Deficit Hyperactivity Disorder (ADHD). Hypotheses that can also be useful to control, a priori, DIF in future tests of Math. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Idioma: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/7085 |
| Acceso en liña: | https://revistas.ucr.ac.cr/index.php/ap/article/view/7085 |
| Palabra crave: | Functioning item differential validity Mathematic Test Attention Deficit Hyperactivity Disorder funcionamiento diferencial del ítem validez prueba de matemática trastorno por déficit de atención con hiperactividad |