The regular and irregular differential item function of vocabulary on the auditory and visual attention scales primary school students according to gender

The current research aims to verify the regular and irregular differential performance of the vocabulary of the auditory and visual attention scale of (2464) primary school students (1299 for females, and 1165 for males). The sample (1148 males and 1285 females) was used to verify the regular and irregular differential performance, and the results revealed that there were differences in the regular differential performance using structural equation modeling compared to the irregular differential performance using the Rasch model for the vocabulary of the auditory attention questionnaire according to gender (male / female). , where systematic differential performance using structural equation modeling revealed the presence of a female-biased differential performance item, while the Rasch model did not detect any bias of any of the items of this measure, The visual attention scale was applied to (2464) primary school students, to verify regular differential performance, and (442) primary school students (211 for females, and 231 for males) to verify irregular differential performance based on the assumptions of the Rasch model, and it revealed The results revealed that there were no differences in the regular differential performance using the structural equation modeling compared to the irregular differential performance using the Rasch model for the visual attention questionnaire items according to gender (male/female), as both methods did not result in any differential performance for the items of this dimension