Arquivos Brasileiros de Psicologia
versão ISSN 1809-5267
This study analyzed the differential item functioning of Teste Cloze por Opção EM/U that assess collectively reading comprehension. The subjects were 489 students. 206 of them studied in a private college and 79,1% of these participants were female with average of 25,89 years (SD = 6,79). The other students were 283 from public (52,7%) and private (47,3%) high school with 15,98 years (SD = 1,27) as average and 54,8% of them were female. The results showed that four items (10%) had the highest rates of difficulty. There was only one item (2,5%) out of range suitable outfit. It was found that the set of items of this test is adjusted for the structural theorical model and it is relatively easy for these students respond to it. Twelve items (30%) are functioning differentially for high school and college. Further studies are needed to enhance the test properties and his adequacy for the intended population.
Palavras-chave : Differential Item Functioning; Reading comprehension; Item Response Theory.