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Autor/inn/enBenítez, Isabel; Padilla, José-Luis
TitelAnalysis of Nonequivalent Assessments across Different Linguistic Groups Using a Mixed Methods Approach: Understanding the Causes of Differential Item Functioning by Cognitive Interviewing
QuelleIn: Journal of Mixed Methods Research, 8 (2014) 1, S.52-68 (17 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1558-6898
DOI10.1177/1558689813488245
SchlagwörterForeign Countries; Mixed Methods Research; Test Bias; Cross Cultural Studies; International Programs; Testing Programs; Educational Assessment; Interviews; Questionnaires; Qualitative Research; Statistical Analysis; Spain; United States; Program for International Student Assessment
AbstractDifferential item functioning (DIF) can undermine the validity of cross-lingual comparisons. While a lot of efficient statistics for detecting DIF are available, few general findings have been found to explain DIF results. The objective of the article was to study DIF sources by using a mixed method design. The design involves a quantitative phase in which DIF was analyzed followed by a qualitative phase conducting cognitive interviews. To illustrate the proposal, polytomous DIF was analyzed in the scales from the PISA (Programme for International Student Assessment) Student Questionnaire (Organisation for Economic Co-operation and Development). Evidence obtained allowed DIF to be connected with differences in the interpretation patterns of participants from the different linguistic groups. Finally, benefits of mixed methods design for analyzing equivalence in cross-lingual assessments are discussed. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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