The objectives of the present study were to investigate the adaptation of a Cloze test to the Rasch Model as well as to evaluate the Differential Item Functioning (DIF) in relation to gender. The sample was composed by 573 students from 5th to 8th grades of public schools in the state of São Paulo. The cloze test was applied collectively. The analysis of the instrument revealed its adaptation to Rash Model and that the items were responded according to the expected pattern, showing good adjustment, as well. Regarding DIF, only three items were differentiated by gender. Based on the data, results indicated a balance in the answers given by boys and girls.
Item response theory; Cloze technique; reading comprehension
