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Makale Özeti:
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Differential Item Functioning (DIF) exists when examinees of equal ability from different groups have
different probabilities of successful performance in a certain item. This study examined gender
differential item functioning across the PhD Entrance Exam of TEFL (PEET) in Iran, using both logistic
regression (LR) and one-parameter item response theory (1-p IRT) models. The PEET is a national test
consisting of a centralized written examination designed to provide information on the eligibility of PhD
applicants of TEFL to enter PhD programs. The 2013 administration of this test provided score data for
a sample of 999 Iranian PhD applicants consisting of 397 males and 602 females. First, the data were
subjected to DIF analysis through logistic regression (LR) model. Then, to triangulate the findings, a 1-p
IRT procedure was applied. The results indicated (1) more items flagged for DIF by LR than by 1-p IRT
(2) DIF cancellation (the number of DIF items were equal for both males and females), as revealed
through LR, (3) equal number of uniform and non-uniform DIF, as tracked via LR, and (4) female
superiority in the test performance, as revealed via IRT analysis. Overall, the findings of the study
indicated that PEET suffers from DIF. As such, test developers and policymakers (like NOET & MSRT) are
recommended to take these findings into serious consideration and exercise care in fair test practice by
dedicating effort to more unbiased test development and decision making.
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