Investigating Sources of Differential Item Functioning in International Large-Scale Assessments Using a Confirmatory Approach

Autor/inn/en	Sandilands, Debra; Oliveri, Maria Elena; Zumbo, Bruno D.; Ercikan, Kadriye
Titel	Investigating Sources of Differential Item Functioning in International Large-Scale Assessments Using a Confirmatory Approach
Quelle	In: International Journal of Testing, 13 (2013) 2, S.152-174 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2012.690140
Schlagwörter	Validity; Measures (Individuals); International Studies; Foreign Countries; Inferences; Test Bias; Cross Cultural Studies; Scores; Test Validity; Comparative Analysis; Evaluation Methods; Factor Analysis; Spanish; English; Cultural Differences; Measurement; Cognitive Processes; Difficulty Level; Grade 4; Elementary School Students; Colombia; United Kingdom (England); United States; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Gültigkeit; Messdaten; Internationaler Studiengang; Ausland; Inference; Inferenz; Testkritik; Cultural comparison; Kulturvergleich; Testvalidität; Faktorenanalyse; Spanisch; English language; Englisch; Kultureller Unterschied; Messverfahren; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; School year 04; 4. Schuljahr; Schuljahr 04; Kolumbien; USA
Abstract	International large-scale assessments of achievement often have a large degree of differential item functioning (DIF) between countries, which can threaten score equivalence and reduce the validity of inferences based on comparisons of group performances. It is important to understand potential sources of DIF to improve the validity of future assessments; however, previous attempts to identify sources of DIF have had variable results. This study had two purposes. The first was to apply a confirmatory approach (Poly-SIBTEST) to investigate sources of DIF typically found in international large-scale assessments: adaptation effects and cognitive loadings of items. We conducted three pairwise DIF analyses on Spanish and English versions of the Progress in International Reading Literacy Study 2001 Reader booklet. Results confirmed that item cognitive loadings were a source of differential functioning favoring both England and the United States when compared against Colombia; however, adaptation effects did not consistently favor one group or the other. The second purpose of this study was to highlight strengths and limitations of Poly-SIBTEST for conducting substantive analyses of differential functioning sources and also to offer suggestions for future directions on this type of methodological research. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10