Potential Sources of Differential Item Functioning in the Adaptation of Tests

Elosua, Paula; López-Jáuregui, Alicia

doi:10.1080/15305050709336857

Cited by 24 publications

(12 citation statements)

References 14 publications

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“…A relatively large body of research already exists on source text characteristics that threaten translation equivalence (e.g., Allalouf, ; Arffman, ; Brislin, , pp. 143–149; Elosua & López‐Jaúregui, ; Gierl & Khaliq, ; Solano‐Flores, Backhoff, & Contreras‐Niño, ); guidelines are also available on how to develop the source instruments (e.g., Harkness, Edwards, Hansen, Miller, & Villar, ).…”

Section: Purpose and Scope Of The Articlementioning

confidence: 99%

Problems and Issues in Translating International Educational Achievement Tests

Arffman

2013

Educational Measurement

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The article reviews research and findings on problems and issues faced when translating international academic achievement tests. The purpose is to draw attention to the problems, to help to develop the procedures followed when translating the tests, and to provide suggestions for further research. The problems concentrate on the following: the unique and demanding purpose of the translation task, the partly contradictory task specifications and translation instructions, the indecision as to whether to produce one or two target versions, the indecision as to whether to use one or two source versions, inadequate revision and verification, deficient translator competences, and a lack of time. To solve the problems, the article suggests the following: ensuring that the translation guidelines provide a right, unequivocal, and balanced picture of the purpose of the translation task; ensuring the equivalence of the two source versions; putting more emphasis on revision, and ensuring that the verification is sufficiently thorough; using only qualified translators, providing them with training in test translation, and including also subject matter and testing specialists in the translation teams; and allotting sufficient time to the translation work. However, the main lesson from the review is that more research in the field is badly needed.

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Section: Purpose and Scope Of The Articlementioning

confidence: 99%

Problems and Issues in Translating International Educational Achievement Tests

Arffman

2013

Educational Measurement

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“…Previous research has shown that test adaptation can result in significant score incomparability (Ercikan, 1998(Ercikan, , 2003Gierl and Khaliq, 2001;Maldonado and Geisinger, 2005;Yildirim and Berberoĝlu, 2009;Ercikan et al, 2010;Oliveri and von Davier, 2011;Wetzel and Carstensen, 2013;Kreiner and Christensen, 2014). Although research has also demonstrated that psychometric differences between language versions may be attributable to multiple factors (Ercikan and McCreith, 2002;Ercikan et al, 2004a;Sireci et al, 2005;Wu and Ercikan, 2006;Elosua and López-Jaúregui, 2007;Solano-Flores et al, 2009;Arffman, 2010), evidence demonstrates that some differences across groups are attributable to a lack of equivalence across language versions due to translation errors (Oliveri and von Davier, 2011;Ercikan and Lyons-Thomas, 2013;Zhao et al, 2018). This lack of equivalence is, in part, due to test translation procedures (Gierl and Khaliq, 2001; Maldonado and Geisinger, Differences in words, expressions, and structure of sentence inherent to a language or culture.…”

Section: Discussionmentioning

confidence: 99%

Measurement Comparability of Reading in the English and French Canadian Populations: Special Case of the 2011 Progress in International Reading Literacy Study

Goodrich¹,

Ercikan

2019

Front. Educ.

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The purpose of this study is to examine item equivalence and score comparability of the Progress in International Reading Literacy Study (PIRLS) 2011 for the Canadian French and English language groups. Two methods of differential item functioning were conducted to examine item equivalence across 13 test booklets designed to assess reading literacy in early years of schooling. Four bilingual reviewers with expertise in reading literacy conducted independent, linguistic, and cultural reviews to identify both the degree of item equivalence and potential sources of differences between language versions of released items. Results indicate that an average of 25% of items per booklet function differentially at the item level. Reviews by experts indicate differences between the two language versions on some items flagged as displaying differential item functioning (DIF). Some of these were identified to have linguistic differences pointing to differential difficulty levels in the two language versions.

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“…Psychometrics is concerned with the equivalence of scores from assessment tools. Tests must be adapted for different languages, and it is known that any test adaptation and test use in different language contexts can cause changes in psychometric properties (Elosua and López‐Jaúregui ; van der Vijver and Tanzer ). Psychometrics determines equivalence between adapted and original tests using differential item functioning (DIF) analysis; DIF occurs when examinees with the same proficiency level but belonging to different groups show differing probabilities of success on a certain item.…”

Section: Linguistically Diverse Contexts and Educational Assessmentmentioning

confidence: 99%

Minority language revitalization and educational assessment: Do language‐related factors impact performance?

Elosua

2016

Journal of Sociolinguistics

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In contexts of minority language revitalization, educational assessment should consider the effect of language-related factors on performance. Student score comparisons might be unfair if assessment does not take into account the student's language background, language of instruction or the level of minority language standardization. Including language-related variables in assessment may improve validity, reduce sociolinguistic bias, and make it possible to monitor the progress of the revitalization plans. In this study, we present research conducted in the Basque Autonomous Community, where Spanish and Basque co-exist. Based on population data (N = 16,270) from a study of fourth-grade students, results show a positive relationship between the percentage of minority language speakers in the school catchment area and mathematical competence. Results also highlight differences in performance as a function of sociolinguistic groups based on the combination of family language and instruction language, showing better average performance for the Basque-Basque group.Eremu urriko hizkuntzak berpizteko programetan murgildutako testuinguru linguistikoetan hezkuntza ebaluazio programek kontuan hartu beharko lituzkete hizkuntzarekin loturiko aldagiek ebaluazioaren emaitzengan izan ditzaketen eraginak. Ikasleen arteko puntuazioak erkatzea alboratua izan daiteke ebaluazioak gogoan izaten ez baditu ikasleen etxeko-hizkuntza, eskola-hizkuntza edota gutxiagotutako hizkuntzaren estandarizazio maila. Hizkuntzarekin loturiko aldagaiak hezkuntza ebaluazio programetara ekartzeak ebaluazioaren beraren baliagarritasuna hobetu dezake, alborapen soziolinguistikoa gutxitu, eta era berean berpizte planaren bilakaera monitorizatzen lagundu dezake. Lan honetan Euskal Autonomi Erkidegoan 4.mailako ikaslee-populazioarekin (N = 16.270) burutatuko ikerketa dakargu. Ondorioek erlazio positiboa erakusten dute eskola-esparruko euskaldun portzentajearen eta matematikako konpetetnziaren artean, eta agerian jartzen dituzte etxeko hizkuntza/eskola-hizkuntza aldagaien araberako taldeen arteko 20/2, 2016: 212-228 Journal of Sociolinguistics

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Potential Sources of Differential Item Functioning in the Adaptation of Tests

Cited by 24 publications

References 14 publications

Problems and Issues in Translating International Educational Achievement Tests

Problems and Issues in Translating International Educational Achievement Tests

Measurement Comparability of Reading in the English and French Canadian Populations: Special Case of the 2011 Progress in International Reading Literacy Study

Minority language revitalization and educational assessment: Do language‐related factors impact performance?

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