The purpose of this study is to determine the differential item functioning of a test scored via binary and priori weighting scoring methods in terms of gender and school type. The item scores collected from 780 male and 698 female students chosen from 15 elementary schools of 7 private and 8 public schools were analyzed using DMH coefficient and MH test statistics and logistic regression models. The research findings showed that most of the items have ignorable DIF in terms of both gender and school type. Only in one item did DIF favor the students attending private schools in terms of school type and female students in terms of gender.
