College of Education
University of Saskatchewan
Saskatchewan, Canada


Detecting Differential Item Functioning in a Learning Analytic Feedback Satisfaction Survey


This paper assessed a feedback satisfaction survey for the presence of differential item functioning (DIF) in the evaluation of a learning analytic (LA) feedback intervention. A select few items were flagged for DIF with respect to student type and gender; however, these effects were of negligible size. Overall, it was found that the feedback satisfaction survey was measuring pre-identified demographic groups equally well.

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