WISC-III scores: Evidence of gender-related differential item functioning in Sudan

Ismael Salamah Albursan¹, Mohammad Farhan Al. Qudah¹, Eqbal Z. Darandari¹, Salaheldin Farah Bakhiet^2,*, Mohammed Ateik Al-Khadher¹
1 Department of Psychology, College of Education, King Saud University, Riyadh, Saudi Arabia
2 Department of Special Education, College of Education, King Saud University, Riyadh, Saudi Arabia
* Corresponding Author: Salaheldin Farah Bakhiet. Email: email

Journal of Psychology in Africa https://doi.org/10.32604/jpa.2026.070232

Received 11 July 2025; Accepted 21 January 2026; Published online 22 July 2026

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Abstract

The Wechsler Intelligence Scale for Children 3rd version (WISC-III) is a widely used assessment tool for children’s intellectual functioning, including in non-Western settings. Yet, the evidence is scarce of possible gender differences among Sudanese students. This study examined possible gender differences in the Wechsler Intelligence Scale for Children 3rd version (WISC-III) scores among Sudanese students by exploring Differential Item Functioning (DIF) across five subtests: picture completion, information, similarities, picture arrangement, and object assembly. The study sample comprised 455 boys and 525 girls aged 6 to 16. The results following a Likelihood-Ratio Test within Item Response Theory, applying the three and 2-parameter logistic models, revealed seventeen items with differential functioning by gender. The girls’ scores were higher on eight items across picture completion, information, similarities, and picture arrangement subtests, and the boys’ scores were higher on nine items across the subsets of picture completion, information, similarities, picture arrangement, and object assembly. These DIF analysis results suggest a need for actions to ensure fairness and equity in the interpretation of scores from the WISC-111 in the Sudanese context.