Analysis of Sources of Latent Class Differential Item Functioning in International Assessments

Oliveri, María Elena; Ercikan, Kadriye; Zumbo, Bruno D.

doi:10.1080/15305058.2012.738266

Cited by 34 publications

(24 citation statements)

References 30 publications

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“…This scenario is possible if low reading proficiency disadvantages NELB across the whole mathematics and science assessments rather than on specific items due to specific vocabulary or sentence structure. Previous research has demonstrated differences in measurement incomparability identified at item and test levels, such as those identified by confirmatory factor analyses and DIF analysis (Ercikan & Koh, 2005; Oliveri, Ercikan, & Zumbo, 2013;Zumbo, 2003). However, in such research greater degrees of measurement comparability was identified by DIF compared to factor analytic approaches examining measurement comparability at the test level.…”

Section: Discussionmentioning

confidence: 87%

“…Previous research demonstrated considerable measurement incomparability between countries in international assessments (Ercikan, Roth, & Asil, in press;Kankaraš & Moores, 2013;Oliveri, Ercikan, & Zumbo, 2013;Oliveri et al, 2012). This incomparability existed even between countries administering tests in the same language (Ercikan & McCreith, 2002;Ercikan et al, in press;Roth et al, 2013) and between language groups within countries (Ercikan et al, 2014;Kankaraš & Moores, 2013;Oliveri et al, 2012).…”

Section: Differential Item Functioning Analysesmentioning

confidence: 88%

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Reading Proficiency and Comparability of Mathematics and Science Scores for Students From English and Non-English Backgrounds: An International Perspective

Ercikan

Chen

Lyons-Thomas

et al. 2014

International Journal of Testing

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The purpose of this research is to examine the comparability of mathematics and science scores for students from English language backgrounds (ELB) and nonEnglish language backgrounds (NELB). We examine the relationship between English reading proficiency and performance on mathematics and science assessments in Australia, Canada, the United Kingdom, and the United States. The findings indicate a strong relationship with reading proficiency accounting for up to 43% of the variance in mathematics and up to 79% in science. In all comparisons, ELB students either outperformed NELB students or performed at the same level. However, when statistical adjustments were made for reading proficiency, in both mathematics and science, the score gap between the groups became statistically non-significant in three out of the four countries. These findings point to differences in score meaning in mathematics and science assessments and limitations in comparing performances of ELB and NELB.Correspondence should be sent to Kadriye Ercikan, 2125 Main Mall, ECPS,

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Section: Discussionmentioning

confidence: 87%

Section: Differential Item Functioning Analysesmentioning

confidence: 88%

Reading Proficiency and Comparability of Mathematics and Science Scores for Students From English and Non-English Backgrounds: An International Perspective

Ercikan

Chen

Lyons-Thomas

et al. 2014

International Journal of Testing

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“…IRT-based parameters for 21 of these items were from the Oliveri et al (2013) study which used PIRLS 2006 data. As PIRLS is an international reading test administered to students from different language backgrounds, it served as a proxy of language proficiency in our simulation study.…”

Section: Simulation Proceduresmentioning

confidence: 99%

Effects of Population Heterogeneity on Accuracy of DIF Detection

Oliveri

Ercikan

Zumbo

2014

Applied Measurement in Education

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“…However, comparisons of item responses for manifest groups using conventional IRT models may lack sensitivity to detect the true source(s) of DIF [14–17]. Specifically, DIF may be associated with unobserved (i.e., latent) characteristics, as well as observed characteristics.…”

Section: Introductionmentioning

confidence: 99%

Latent variable mixture models to test for differential item functioning: a population-based analysis

Sawatzky

Hopman

et al. 2017

Health Qual Life Outcomes

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BackgroundComparisons of population health status using self-report measures such as the SF-36 rest on the assumption that the measured items have a common interpretation across sub-groups. However, self-report measures may be sensitive to differential item functioning (DIF), which occurs when sub-groups with the same underlying health status have a different probability of item response. This study tested for DIF on the SF-36 physical functioning (PF) and mental health (MH) sub-scales in population-based data using latent variable mixture models (LVMMs).MethodsData were from the Canadian Multicentre Osteoporosis Study (CaMos), a prospective national cohort study. LVMMs were applied to the ten PF and five MH SF-36 items. A standard two-parameter graded response model with one latent class was compared to multi-class LVMMs. Multivariable logistic regression models with pseudo-class random draws characterized the latent classes on demographic and health variables.ResultsThe CaMos cohort consisted of 9423 respondents. A three-class LVMM fit the PF sub-scale, with class proportions of 0.59, 0.24, and 0.17. For the MH sub-scale, a two-class model fit the data, with class proportions of 0.69 and 0.31. For PF items, the probabilities of reporting greater limitations were consistently higher in classes 2 and 3 than class 1. For MH items, respondents in class 2 reported more health problems than in class 1. Differences in item thresholds and factor loadings between one-class and multi-class models were observed for both sub-scales. Demographic and health variables were associated with class membership.ConclusionsThis study revealed DIF in population-based SF-36 data; the results suggest that PF and MH sub-scale scores may not be comparable across sub-groups defined by demographic and health status variables, although effects were frequently small to moderate in size. Evaluation of DIF should be a routine step when analysing population-based self-report data to ensure valid comparisons amongst sub-groups.

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Analysis of Sources of Latent Class Differential Item Functioning in International Assessments

Cited by 34 publications

References 30 publications

Reading Proficiency and Comparability of Mathematics and Science Scores for Students From English and Non-English Backgrounds: An International Perspective

Reading Proficiency and Comparability of Mathematics and Science Scores for Students From English and Non-English Backgrounds: An International Perspective

Effects of Population Heterogeneity on Accuracy of DIF Detection

Latent variable mixture models to test for differential item functioning: a population-based analysis

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