Recursive Partitioning to Identify Potential Causes of Differential Item Functioning in Cross-National Data

Autor/inn/en	Finch, W. Holmes; Hernández Finch, Maria E.; French, Brian F.
Titel	Recursive Partitioning to Identify Potential Causes of Differential Item Functioning in Cross-National Data
Quelle	In: International Journal of Testing, 16 (2016) 1, S.21-53 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2015.1039644
Schlagwörter	Test Bias; Scores; Native Language; Language Usage; International Assessment; Reading Tests; Achievement Tests; Reading Achievement; Foreign Countries; Grade 4; Cross Cultural Studies; Standardized Tests; Student Characteristics; Classification; Regression (Statistics); Probability; Difficulty Level; Mothers; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Testkritik; Sprachgebrauch; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Cultural comparison; Kulturvergleich; Standadised tests; Standardisierter Test; Classification system; Klassifikation; Klassifikationssystem; Regression; Regressionsanalyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Schwierigkeitsgrad; Mother; Mutter
Abstract	Differential item functioning (DIF) assessment is key in score validation. When DIF is present scores may not accurately reflect the construct of interest for some groups of examinees, leading to incorrect conclusions from the scores. Given rising immigration, and the increased reliance of educational policymakers on cross-national assessments such as Programme for International Student Assessment, Trends in International Mathematics and Science Study, and Progress in International Reading Literacy Study (PIRLS), DIF with regard to native language is of particular interest in this context. However, given differences in language and cultures, assuming similar cross-national DIF may lead to mistaken assumptions about the impact of immigration status, and native language on test performance. The purpose of this study was to use model-based recursive partitioning (MBRP) to investigate uniform DIF in PIRLS items across European nations. Results demonstrated that DIF based on mother's language was present for several items on a PIRLS assessment, but that the patterns of DIF were not the same across all nations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01