The Item Bias Detection of the Reading Tests and the Development of the Item Bank Software
Used for English Reading Courses at King Mongkut’s University of Technology North Bangkok
Supalak Nakhornsri, Ph.D.
Department of Languages, King Mongkut’s University of Technology North Bangkok,
Thailand
Outline of the Presentation
Background of the studyResearch QuestionsObjectives
Methodology
Results
Conclusion
Test DevelopmentItem Bias DetectionItem Bank Software
Definitions of Terms
Background of the Study
The results can be used to make changes to improve the potential usefulness of the test.
(Bachman, 2004)
Trying out a test
For classroom teachers, it is not advisable to try out a test with the same students who will take it.
(Bachman, 2004)
Background of the StudyItem Analysis
The essential part of analyzing the results of tests for improving their usefulness.
(Brown, 2004)Classical Item Analysis (IA): calculating
descriptive statistics for individual itemsItem Response Theory (IRT):
a more sophisticated procedure for estimating the statistical characteristics of item.
(Bachman, 2004)
Background of the StudyIA vs. IRTIASubpopulation
dependentImplicitly averaged
across all ability levels
(Bachman, 1990)
IRTIndependent of
group of examinees used
Independently estimated test taker ability
Known precision of ability estimates
Background of the StudyBias Vs. UnfairnessUnfairness: Concerning with test administration
Bias: A type of invalidity
(Shepard, 1982)
Background of the StudyDifferences among three methods
IA IRTDelta-plot Chi-square Three-parameter
modelTransforming item difficulty into Delta value and plot the value onto the Bivariate Graph
(Angoff, 1982)
Measuring the frequency of correct or incorrect responses in each ability groups
(Shepard, 1982)
The presence of some characteristic of an item that results in differential performance for individuals of the same ability but from different ethnic, sex, cultural, or religious groups. (Hambleton et.al, 1991.)
Background of the Study
Delta-plotDot/Lines show Means
14.00 16.00 18.00
male
14.00
16.00
18.00
fem
ale
Background of the Study
Chi-squareChi-Square Tests
1.988a 2 .370
2.198 2 .333
.509 1 .476
83
Pearson Chi-Square
Likelihood Ratio
Linear-by-LinearAssociation
N of Valid Cases
Value dfAsymp. Sig.
(2-sided)
4 cells (66.7%) have expected count less than 5. Theminimum expected count is .34.
a.
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 5.799(b)
1 .016
Continuity Correction(a)
4.602 1 .032
Likelihood Ratio 5.597 1 .018
Fisher's Exact Test
Linear-by-Linear Association
5.729 1 .017
N of Valid Cases 83
Background of the Study
IRT: Three-parameter model
Background of the Study
Sources of BiasGender
In some languages there are differences between the vocabulary items used by women and men.
Women tend to use more of the standard forms than men do.
(Homes, 2001)
Background of the Study
Background KnowledgeSchema TheoryReaders can fully comprehend what they read when their schema or prior
knowledge, is activated by the words on the page.
(Chandavimol, 1998)
Background of the Study
Sources of Bias Studied
Gender: male and femalePrior Knowledge: Faculties they are studying.
Background of the Study
Problem of the Assessment of Reading Courses•Regarding Reading I course, it is an elective course for
second – fourth year undergraduate students, King Mongkut’s University of Technology North Bangkok.
•The same reading tests are used to all students to evaluate their achievement. Therefore, the important judgment on students’ grade is up to both midterm and final tests.
•The quality of test is necessary to be evaluated. Although both Classical IA and IRT can help analyze the quality of test items, the issue of test bias cannot be neglected.
•Since students who possesses different background knowledge or even different genders may perform differently in each test item.
Research Questions
1. Are there any biased items in the reading tests when comparisons are made for Faculties and genders?
2. What is the quality of the reading tests after being analyzed by the statistical procedures (classical item analysis and Item Response Theory)?
3. What is the efficiency of the item bank software reported by the English instructors (both native and non-native)?
Research Objectives
1. To detect item bias in the reading tests when comparisons are made for Faculties (Engineering, Applied Science, Technical Education and Industrial Technology and Management) and genders (males and females);
2. To analyze the test items in the reading tests used for the English Reading course;
3. To develop the item bank software for managing the test items.
Significance
Regarding the analysis of test quality by both classical IA and IRT, it can provide the following advantages.1. Diagnostic feedback to test takers on how students performed on individual test tasks can be illustrated.2. The findings can provide feedback to teachers and course developers relevant to the improvement of instruction.3. Test developers and test writer will obtain feedback to improve the usefulness of the test, enabling the test developer to:
3.1 Control the characteristics of the total score distribution, specifically the level of difficulty of the test and the dispersion of test scores;
3.2 Increase the internal consistency reliability of test; and3.3 Diagnose why items fail to function appropriately.
SignificanceSince IRT can offer the advantages over classical IA, the
results obtained from IRT analysis possess the following significances.1. Item parameter estimates are independent of the group of examinees used.2. Test takers ability estimates are independent of the particular set of test items used.3. Precision of ability estimates is known.
In terms of the development of the item bank software, the following results will be gained.1. Test developers can easily build tests to measure objectives of interest.2. Test developers, within the limits of an item bank, can produce tests with the desired number of test items per objective.3. If item banks consist of content – valid and technically sound items, test quality will usually be better than test developers could produce if they were to prepare the test items themselves.
SignificanceThe item bias detection can lead to the following advantages.
1. Having a test writer provide the item containing content that is not different or unfamiliar to all students.2. Having a student gets the item correct or incorrect by his or her true ability.3. Test writers can provide the content of the item reflecting information and/or skills within the educational background of all students.4. Test writers can provide clues included in the item that would not facilitate the performance of students from one faculty over another.5. Test writers can provide adequacies or clarity in the test instructions, item stem, keyed response, or distractors.
Definitions of Terms 1. Item bias detection: Item bias detection in this study refers to the detection of the presence of
some characteristic of an item that results in differential performance for individuals of the same ability when comparisons are made in the following conditions:
1.1 when comparisons are made for the four Faculties: Engineering, Applied Science, Technical Education and Industrial Technology and Management
1.2 when comparisons are made for gender: males and females 2. Item bias detection methods: This study will detect the item bias according to both Classical IA
and IRT. 2.1 Regarding Classical IA, Delta Plot method and chi square technique are employed. 2.2 In terms of IRT, three-parameter model is used. Accordingly, item parameters that vary
across groups indicate Differential Item Functioning (DIF) or Item Bias. 3. Item analysis: This study will analyze the tests by being based on two main test theories,
Classical Item Analysis (IA) and Item Response Theory (IRT). The indices obtained from the two theories are as follows:
3.1 The indices obtained from Classical IA are: Item difficulty and Item discrimination. 3.2 The indices obtained from IRT are: a-parameter (discrimination), b-parameter
(difficulty) and c-parameter (guessing). 4. Text readability: Readability index derived from Fry Readability formula and Flesch Reading
Ease formula. 5. The efficiency of the item bank software: The efficiency of the item bank software is from the
opinions of the English instructors who use the software. They are required to respond to the questionnaire. In order to triangulate the data, the retrospective method using the semi-structured interview will be conducted with them.
MethodologyScope of the study
1. Population1.1 In terms of analyzing the quality of the reading tests, the
population is second-fourth year undergraduate students at King Mongkut’s University of Technology North Bangkok in the first semester of the academic
year 2008. The students study in the Faculties of Engineering, Applied Science, Technical Education and Industrial Technology and Management.
Typically, most are male, aged between 18 – 22. 1.2 Regarding the efficiency of the item bank software, the
population in this study is all the English instructors (both native and non-native instructors) from the Department of Languages, Faculties of Applied
Arts, King Mongkut’s University of Technology North Bangkok.2. Reading tests
Reading tests used in this study are the tests written for evaluating students’ learning achievement for the Reading I course. The tests are the
ones used for both midterm and final tests in the first semester of the academic year 2008.
Methodology
Phase I: The development and validation of the research instruments. The instruments used in this study can be divided into three main sets: 1) Reading Tests and 2) Item bank software 3) the questionnaire and the Retrospective Method.
Phase II: The implementation of the study Phase III: Analysis of the data and report
writing
Methodology Test Development
Phase 1: The development and validation of the research instruments.Stage 1: Design
Stage 2: Operationalization
Stage 3: Test administration
Bloom’s Taxonomy
Bloom’s Taxonomy(a hierarchy of abilities)
Reading comprehension skills
Knowledge level Pronoun reference
Finding specific information
Comprehension level Understanding explicit and implied information
Interpret ideas
Analysis level Making inferences, identifying components
Synthesis level Finding main idea
Finding topic/title
Guessing word meaning
Course Objectives1.Preview: Previewing to get an idea of what you will find in the text2.Scanning: Looking for specific information3.Skimming: Getting the general sense of a passage4.Using vocabulary knowledge for effective reading: Guessing word meaning in context5.Making inferences: Guessing about the text or the writer’s idea when some ideas are not directly stated.6.Finding topics: Identifying topics
Table of Test Specification for Reading I Midterm Test
Parts Texts Reading comprehension skills Item types Number of Items
1: Unit 1 (Preview) +Unit 2 (Scanning)
3-4 very short paragraphs(assessing both previewing and scanning at the same time)
- Previewing to get an idea of what you will find in the text- Looking for specific information
Short answer 77
Total 14
2: Unit 3 (Skimming) + Unit 6 (Finding topics)
4-5 very short paragraphs
- Getting the general sense of a passage- Identifying topics
Short answerMultiple choice (MC)
66
Total 12
3: Unit 5 (Making inferences)+ Unit 6 (Finding topics) +Unit 4 (Using vocabulary knowledge for effective reading)
A passage (350 – 400 words)
- Guessing about the text or the writer’s idea when some ideas are not directly stated.- Identifying topics- Guessing word meaning in context
MCMatching
MC
645
Total 15
4: Unit 5 (Making inferences)+ Unit 4 (Using vocabulary knowledge for effective reading)
A passage (350 – 400 words)
- Guessing about the text or the writer’s idea when some ideas are not directly stated.- Guessing word meaning in context
True/FalseMC
45
Total 9
Total 50
Proportion of the Test Items (based on Boom’s Taxonomy)
Units Bloom’s Taxonomy(a hierarchy of abilities)
Reading comprehension skills(According to Bloom’s Taxonomy)
1: Preview: Previewing to get an idea of what you will find in the text
Knowledge level 7 items Pronoun reference
2: Scanning: Looking for specific information
7 items Finding specific information
3. Skimming: Getting the general sense of a passage
Comprehension level
6 items Understanding explicit and implied information
- - Interpret ideas
5: Making inferences: Guessing about the text or the writer’s idea when some ideas are not directly stated.
Analysis level 10 items Making inferences, identifying components
- Synthesis level - Finding main idea
6: Finding topics: Identifying topics 10 items Finding topic/title
4: Using vocabulary knowledge for effective reading: Guessing word meaning in context
10 items Guessing word meaning
50 items
Phase II: The implementation of the study1. Research design 1.1 This study is conducted as a Research and Development
(R&D) project. Hence, the findings, which will be obtained from the systemic and objective analyzing method, can lead to the development of the quality of the language assessing instruments including an advance technology like item bank software.
1.2 The population of this study consists of two main groups: 1.2.1 The population used for trying out the tests in order to
analyze the test quality is second-fourth year undergraduate students from the Faculties of Engineering, Applied Science, Technical Education and Industrial Technology and Management. .
1.2.2 The population asked to evaluate the efficiency of the item bank software is all the English instructors (both native and non-native instructors) from the Department of Languages, Faculties of Applied Arts.
6 instructors will be randomly selected. Each instructor will be recorded about 10–15 minutes. All the reports will be transcribed. The data will be coded and decoded by the researchers.
2. Research procedures2.1 All the students who enroll in the Reading course will be
assigned to have the reading tests written for midterm and final tests.2.2 The students’ answer sheets will be collected to analyze the test
quality. The values obtained from the analysis are: the text readability, test reliability, item difficulty and item discrimination (from Classical IA), a-parameter, b-parameter and c-parameter (from IRT), item bias values obtained from Delta Plot method, Chi Square technique and 3-parameter model IRT. 2.3 The values obtained from 2.2 will be used to create the item bank software.
2.4 The English instructors will be asked to use the item bank software. Then the questionnaire will be given to evaluate its efficiency. A week after trying out the software, the retrospective method will be conducted in order to collect information about the efficiency of the software.
Phase III: Data Analysis In order to answer the research questions, the data will be analyzed
according to the following techniques.Research questions: 1. Are there any biased items in the reading
tests when comparisons are made for Faculties and genders?1. Mathcad will be used to detect the item bias by means of Delta Plot
method and IRT.2. SPSS will be implemented to analyze the item bias by means of Chi
Square technique.Research questions: 2. What is the quality of the reading tests after
being analyzed by the statistical procedures (classical item analysis and Item Response Theory)?
1. Regarding Classical IA, SPSS will be used to analyze the tests. Accordingly, test reliability (KR-20), item difficulty and item discrimination will be obtained.
2. In terms of IRT, XCALIBRE will be used. The indices obtained are a-, b- and c- parameters.
Research questions: 3. What is the efficiency of the item bank software reported by the English instructors (both native and non-native)?
1. In terms of the questionnaire used for evaluating the efficiency of the item bank software, mean and standard deviation are calculated.
2. Regarding the retrospective interview, the mode is used as a descriptive technique to examine the English instructors’ opinions. The highest frequency of the opinions will be reported.
Research questions: 1. Are there any biased items in the reading tests when comparisons are made for Faculties and genders?
1. Mathcad will be used to detect the item bias by means of Delta Plot method and IRT.
Delta-plot
• Major Axis: Y = bx+a
• slope b=
Research questions: 1. Are there any biased items in the reading tests when comparisons are made for Faculties and genders?
1. Mathcad will be used to detect the item bias by means of Delta Plot method and IRT.
Delta-plot
• constant a =
Research questions: 1. Are there any biased items in the reading tests when comparisons are made for Faculties and genders?
1. Mathcad will be used to detect the item bias by means of Delta Plot method and IRT.
Three-Parameter Model
Analyze the test items in order to get the three parameters:
Research questions: 1. Are there any biased items in the reading tests when comparisons are made for Faculties and genders?
1. Mathcad will be used to detect the item bias by means of Delta Plot method and IRT.
Three-Parameter Model
Calculate the area of Item Characteristic Curve of each item.
Research questions: 1. Are there any biased items in the reading tests when comparisons are made for Faculties and genders?
1. Mathcad will be used to detect the item bias by means of Delta Plot method and IRT.
Three-Parameter ModelCompare the area of Item Characteristic Curve of the same item obtained
from different groups.
Research questions: 1. Are there any biased items in the reading tests when comparisons are made for Faculties and genders?
1. Mathcad will be used to detect the item bias by means of Delta Plot method and IRT.
Three-Parameter ModelCompare the area of Item Characteristic Curve of the same item obtained
from different groups.
Research questions: 1. Are there any biased items in the reading tests when comparisons are made for Faculties and genders?2. SPSS will be implemented to analyze the item bias by means of Chi Square technique.
Research questions: 1. Are there any biased items in the reading tests when comparisons are made for Faculties and genders?2. SPSS will be implemented to analyze the item bias by means of Chi Square technique.
Crosstab
1 29 18 48
100.0% 55.8% 78.3% 63.2%
0 23 5 28
.0% 44.2% 21.7% 36.8%
1 52 23 76
100.0% 100.0% 100.0% 100.0%
Count
% withinStudents' gender
Count
% withinStudents' gender
Count
% withinStudents' gender
0
1
Part 1- item 2:previewing and scanning
Total
0 male female
Students' gender
Total
Chi-Square Tests
4.058a 2 .131
4.554 2 .103
2.319 1 .128
76
Pearson Chi-Square
Likelihood Ratio
Linear-by-LinearAssociation
N of Valid Cases
Value dfAsymp. Sig.
(2-sided)
2 cells (33.3%) have expected count less than 5. Theminimum expected count is .37.
a.
ResultsTest Quality: IA Vs. IRT
IATest Reliability 8893= .
IRTTest Reliability ..8 84
IA Item Selecting CriteriaDifficulty Level = 0.2 -0.8Discrimination Index = .20 up
Number of good items36 of 50 itemsDifficulty Level ranged from .26 - .80.Discrimination Index was between .21 - .54
IRT Item Selecting Criteriaa-parameter(Discrimination) = a> 0.50b-parameter(Difficulty) = b + 3.0c-parameter(Guessing) = c<0.30
Number of good items49 of 50 itemsa-parameter(Discrimination) = .56 – 1.37b-parameter(Difficulty) = -2.41 – 3.00c-parameter(Guessing) = .17 - .26
Results Comparison was made for faculty
No. Delta Plot Chi Square IRT
1
2 2
3 3
4 4 4
5 5 5
6
7
8 8
Results
Biased Items Content Measured
Ability Measured Reading Topic Text Type
4 1. Knowledge Level: Scanning - Looking for specific information
The Bicycle Messenger and the Mysterious
Synopsis
5 1. Knowledge Level: Scanning - Looking for specific information
The Bicycle Messenger and the Mysterious
Synopsis
10 1. Knowledge Level: Preview - Previewing to get an idea of what you will find in the text
Fish Stories General Science Article
13 1. Knowledge Level: Scanning - Looking for specific information
Fish Stories General Science Article
22 4. Synthesis Level: Finding topics - Identifying topics
civilians Short News
24 4. Synthesis Level: Finding topics - Identifying topics
wildlife Tourism Advertisement
37 3. Analysis Level: Making inferences - Guessing about the text or the writer’s idea when some ideas are not directly stated.
The internet addiction Social Science Article
Comparison was made for faculty
Results Comparison was made for faculty
Biased Item Characteristics (faculty)
Ability Measured Reading Topic Text Type No. of Item No. of Biased Item
%
Level 1 Knowledge Level: Preview - Previewing to get an idea of what you will find in the text
The Bicycle Messenger and the Mysterious
Synopsis 2 0 0
Christmas Job Opportunities
Job Advertisement 1 0 0
Fish Stories General Science Article
2 1 50
Total 5 1 20
Results Comparison was made for faculty
Biased Item Characteristics (faculty)
Level 1: Knowledge Level: Scanning - Looking for specific information
The Bicycle Messenger and the Mysterious
Synopsis 3 2 66.67
Christmas Job Opportunities Job Advertisement 3 0 0
Fish Stories General Science Article
3 1 33.34
Total 9 3 33.34
Results Comparison was made for faculty
Biased Item Characteristics (faculty)
Level2: Comprehension Level: Skimming: - Getting the general sense of a passage
Suicide Blast Killed People
Short News 1 0 0
CEO’s plan to develop the company
Short News 1 0 0
Environmental problem caused by some chemical
Short News 1 0 0
Visiting a place in America with a European
Architecture Style
Tourism Advertisement
1 0 0
A New Type of Solar Energy Collector
Science and Technology
Article
1 0 0
A New Natural Wonders Named
Tourism Article 1 0 0
Total 6 0 0
Results Comparison was made for faculty
Biased Item Characteristics (faculty)
Level 3: Analysis Level: Making inferences - Guessing about the text or the writer’s idea when some ideas are not directly stated.
The internet addiction Social Science Article
6 1 16,67
The Best Foods You Aren’t Eating
Health Article from a Magazine
4 0 0
Total 10 1 10
Results Comparison was made for faculty
Biased Item Characteristics (faculty)
Level 4: Synthesis Level: Finding topics - Identifying topics
a major restructuring of the company
Short News 1 0 0
civilians Short News 1 1 100
Spanish-colonial architecture Tourism Advertisement 1 0 0
wildlife Tourism Advertisement 1 1 100
sport activities Short News 1 0 0
Eight new natural wonders Tourism Article 1 0 0
The internet addiction Social Science Article
4 0 0
Total 10 2 20
Level 4: Synthesis Level: Using vocabulary knowledge for effective reading - Guessing word meaning in context
The internet addiction Social Science Article
5 0 0
The Best Foods You Aren’t Eating
Health Article from a Magazine
5 0 0
Total 10 0 0
Results Comparison was made for faculty
Reading Ability Levels (faculty)
Ability Measured No. of Items
No. of Biased Items
%
Level 1: Knowledge Level: Preview - Previewing to get an idea of what you will find in the text
5 1 20
Level 1: Knowledge Level: Scanning - Looking for specific information 9 3 33.34
Level2: Comprehension Level: Skimming: - Getting the general sense of a passage
6 0 0
Level 3: Analysis Level: Making inferences - Guessing about the text or the writer’s idea when some ideas are not directly stated.
10 1 10
Level 4: Synthesis Level: Finding topics - Identifying topics 10 2 20
Level 4: Synthesis Level: Using vocabulary knowledge for effective reading - Guessing word meaning in context
10 0 0
Total 50 7 14
Results Comparison was made for faculty Biased Reading Topics (faculty)
Reading TopicNo. of Items
No. of Biased Items
%
1. The Bicycle Messenger and the Mysterious 5 2 40
2. Christmas Job Opportunities 4 0 0
3. Fish Stories 5 2 40
4. Suicide Blast Killed People 1 0 0
5. CEO’s plan to develop the company 1 0 0
6. Environmental problem caused by some chemical 1 0 0
7. Visiting a place in America with a European Architecture Style 1 0 0
8. A New Type of Solar Energy Collector 1 0 0
9. A New Natural Wonders Named 1 0 0
10. a major restructuring of the company 1 0 0
11. civilians 1 1 100
12. Spanish-colonial architecture 1 0 0
13. wildlife 1 1 100
14. sport activities 1 0 0
15. Eight new natural wonders 1 0 0
16. The internet addiction 15 1 100
17. The Best Foods You Aren’t Eating 9 0 0
Total 50 7 14
Results Comparison was made for faculty
Biased Text Types (Faculty)
Reading Topic No. of Items
No. of
Biased
Items
%
1. Synopsis 5 2 40
2. Job Advertisement 4 0 0
3. General Science Article 5 2 40
4. Science and Technology Article 1 0 0
5. Short News 6 1 16.67
6. Tourism Advertisement 3 1 33.34
7. Tourism Article 2 0 0
8. Social Science Article 15 1 6.67
9. Health Article from a Magazine 9 0 0
Total 50 7 14
Results Comparison was made for gender
Compare Gender
Delta Plot Chi Square IRT
1
2
3
4 4
5
8
9
10
Results Comparison was made for genderGender Bias Content Measured
Ability Measured Reading Topic Text Type
4 1. Knowledge Level: Scanning - Looking for specific information
The Bicycle Messenger and the Mysterious
Synopsis
16 2. Comprehension Level: Skimming: - Getting the general sense of a passage
CEO’s plan to develop the company Short News
22 4. Synthesis Level: Finding topics - Identifying topics
civilians Short News
32 4. Synthesis Level: Using vocabulary knowledge for effective reading - Guessing word meaning in context
The internet addiction Social Science Article
39 3. Analysis Level: Making inferences - Guessing about the text or the writer’s idea when some ideas are not directly stated.
The internet addiction Social Science Article
41 3. Analysis Level: Making inferences - Guessing about the text or the writer’s idea when some ideas are not directly stated.
The internet addiction Social Science Article
42 3. Analysis Level: Making inferences - Guessing about the text or the writer’s idea when some ideas are not directly stated.
The Best Foods You Aren’t Eating Health Article from a Magazine
48 4. Synthesis Level: Using vocabulary knowledge for effective reading - Guessing word meaning in context
The Best Foods You Aren’t Eating Health Article from a Magazine
49 4. Synthesis Level: Using vocabulary knowledge for effective reading - Guessing word meaning in context
The Best Foods You Aren’t Eating Health Article from a Magazine
Results Comparison was made for gender
Biased Item Characteristics (Gender)
Ability MeasuredReading Topic Text Type No. of Item No. of
Biased Item
%
Level 1 Knowledge Level: Preview - Previewing to get an idea of what you will find in the text
The Bicycle Messenger and the Mysterious
Synopsis 2 0 0
Christmas Job Opportunities Job Advertisement 1 0 0
Fish Stories General Science Article
2 0 0
Total 5 0 0
Level 1: Knowledge Level: Scanning - Looking for specific information
The Bicycle Messenger and the Mysterious
Synopsis 3 1 33.34
Christmas Job Opportunities Job Advertisement 3 0 0
Fish Stories General Science Article
3 0 0
Total 9 1 11.12
Results Comparison was made for gender
Level2: Comprehension Level: Skimming: - Getting the general sense of a passage
Suicide Blast Killed People Short News 1 0 0
CEO’s plan to develop the company
Short News 1 1 100
Environmental problem caused by some chemical
Short News 1 0 0
Visiting a place in America with a European Architecture
Style
Tourism Advertisement 1 0 0
A New Type of Solar Energy Collector
Science and Technology Article
1 0 0
A New Natural Wonders Named
Tourism Article 1 0 0
Total 6 1 16.67
Level 3: Analysis Level: Making inferences - Guessing about the text or the writer’s idea when some ideas are not directly stated.
The internet addiction Social Science Article
6 2 33.34
The Best Foods You Aren’t Eating
Health Article from a Magazine
4 1 25
Total 10 3 30
Results Comparison was made for gender
Level 4: Synthesis Level: Finding topics - Identifying topics
a major restructuring of the company
Short News 1 0 0
civilians Short News 1 1 100
Spanish-colonial architecture
Tourism Advertisement
1 0 0
wildlife Tourism Advertisement
1 0 0
sport activities Short News 1 0 0
Eight new natural wonders Tourism Article 1 0 0
The internet addiction Social Science Article
4 0 0
Total 10 1 10
Level 4: Synthesis Level: Using vocabulary knowledge for effective reading - Guessing word meaning in context
The internet addiction Social Science Article
5 1 20
The Best Foods You Aren’t Eating
Health Article from a Magazine
5 2 40
Total 10 3 30
Results Comparison was made for gender
Reading Ability Levels (Gender)
Ability Measured No. of
Items
No. of
Biased
Items
%
Level 1: Knowledge Level: Preview - Previewing to get an idea of what you will find in the text
5 0 0
Level 1: Knowledge Level: Scanning - Looking for specific information
9 1 11.12
Level2: Comprehension Level: Skimming: - Getting the general sense of a passage
6 1 16.67
Level 3: Analysis Level: Making inferences - Guessing about the text or the writer’s idea when some ideas are not directly stated.
10 3 30
Level 4: Synthesis Level: Finding topics - Identifying topics 10 1 10
Level 4: Synthesis Level: Using vocabulary knowledge for effective reading - Guessing word meaning in context
10 3 10
Total 50 9 18
Results Comparison was made for gender Biased Reading Topics (Gender)
Reading TopicNo. of Items
No. of Biased Items
%
1. The Bicycle Messenger and the Mysterious 5 1 20
2. Christmas Job Opportunities 4 0 0
3. Fish Stories 5 0 0
4. Suicide Blast Killed People 1 0 0
5. CEO’s plan to develop the company 1 1 100
6. Environmental problem caused by some chemical 1 0 0
7. Visiting a place in America with a European Architecture Style 1 0 0
8. A New Type of Solar Energy Collector 1 0 0
9. A New Natural Wonders Named 1 0 0
10. a major restructuring of the company 1 0 0
11. civilians 1 1 100
12. Spanish-colonial architecture 1 0 0
13. wildlife 1 0 0
14. sport activities 1 0 0
15. Eight new natural wonders 1 0 0
16. The internet addiction 15 3 20
17. The Best Foods You Aren’t Eating 9 3 33.34
Total 50 9 18
Results Comparison was made for gender
Biased Text Types (Gender)
Reading Topic No. of Items
No. of Biased Items
%
1. Synopsis 5 1 20
2. Job Advertisement 4 0 0
3. General Science Article 5 0 0
4. Science and Technology Article 1 0 0
5. Short News 6 2 33.34
6. Tourism Advertisement 3 0 0
7. Tourism Article 2 0 0
8. Social Science Article 15 3 20
9. Health Article from a Magazine 9 3 33.34
Total 50 9 18
Conclusion Prior Knowledge
(Faculty) BiasLevel 1 Knowledge Level: Preview - Previewing to get an idea of what you will find in the text
Text Type: General Science Article
Fish Stories
The Bicycle Messenger and the Mysterious
SynopsisLevel 1: Knowledge Level: Scanning - Looking for specific information
Level 4: Synthesis Level: Finding topics - Identifying topics
Civilians
Short News
Wild life
Tourism Advertisement
Conclusion
Gender BiasLevel 3: Analysis Level: Making inferences - Guessing about the text or the writer’s idea when some ideas are not directly stated.
Social Science Articles
Internet Addiction
Level 4: Synthesis Level: Using vocabulary knowledge for effective reading - Guessing word meaning in context
The Best Foods You Aren’t Eating
Health Article from Magazine
Ex.1 Internet Addicts
The US could be rife with "internet addicts" who are as clinically ill as alcoholics, according to psychiatrists involved in a nationwide study. The study, carried out by researchers at Stanford University School of Medicine in California, US, indicates that more than one in eight US residents show signs of "problematic internet use". The Stanford researchers interviewed 2,513 adults in a nationwide survey. According to the study's lead author Elias Aboujaoude, the most disturbing result is the discovery that some people hide their internet surfing, or go online to cure foul moods – behavior that mirrors the way alcoholics behave. " And, obviously, something is wrong when people go out of their way to hide their internet activity," Aboujaoude says. ……………………….
Ex.2 The Best Foods You aren’t Eating
The Best Foods You Aren't EatingBy JONNY BOWDEN, Ph.D.
Although some guys aren't opposed to smoking some weed, most wouldn't think of eating one. It's a shame, really, since a succulent weed named purslane is not only delicious but also among the world's healthiest foods.
Guava; beets and cinnamon are among the super-healthful foods that you should probably be getting more of in your diet
Of course, there are many super foods that never see the inside of a shopping cart. Some you've never heard of, and others you've simply forgotten about. That's why we've rounded up the best of the bunch. Make a place for them on your table and you'll instantly upgrade your health -- without a prescription. …………………….
(item code assignments)(item instoration)(test generation)(test utilization)
Item Bank SoftwareSoftware Structure
MethodologyItem Bank Software
Toolbar
•Menu File
MethodologyItem Bank Software
Toolbar
•Menu File
•Create Exam
MethodologyItem Bank Software
Toolbar
•Menu File
•Create Exam
•Manage Form
MethodologyItem Bank Software
Toolbar
•Menu File
•Create Exam
•Manage Form
•Help
MethodologyItem Bank Software
•Create Exam
MethodologyItem Bank Software
•Create Exam
•View Report
MethodologyItem Bank Software
•Create Exam
•View Report
•Exit
Conclusion
Efficiency of the Item Bank Software (1st Trial)
Interface design
Easy to read
Unpleasant screen design Application
Very convenient to retrieve the test items
The storing process is complicated.
END OF THE PRESENTATION
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