Diversity and heterogeneity among language groups have been well documented. Yet most fairness research that focuses on measurement comparability considers linguistic minority students such as English language learners (ELLs) or Francophone students living in minority contexts in Canada as a single group. Our focus in this research is to examine…

Heterogeneity within English language learners (ELLs) groups has been documented. Previous research on differential item functioning (DIF) analyses suggests that accurate DIF detection rates are reduced greatly when groups are heterogeneous. In this simulation study, we investigated the effects of heterogeneity within linguistic (ELL) groups on…

In this study, we examine the degree of construct comparability and possible sources of incomparability of the English and French versions of the Programme for International Student Assessment (PISA) 2003 problem-solving measure administered in Canada. Several approaches were used to examine construct comparability at the test- (examination of…

This study contributes to understanding sources of gender differential item functioning (DIF) on mathematics tests. This study focused on identifying sources of DIF and differential bundle functioning for boys and girls on the British Columbia Principles of Mathematics Exam (Grade 12) using a confirmatory SIBTEST approach based on a…

This research examined the degree of comparability and sources of incomparability of English and French versions of reading, mathematics, and science tests that were administered as part of a survey of achievement in Canada. The results point to substantial psychometric differences between the 2 language versions. Approximately 18% to 36% of the…

Examined the degree of variation in the accuracy of classifying student performance proficiency-level scores with changes in the number of proficiency levels and the measurement accuracy. Simulation results show the limitations of interpretability of single indexes that are intended to represent classification accuracy. Suggests ways to estimate…

The consistency between raters over three years of a high-stakes performance assessment was examined in two studies involving a total of approximately 3,000 students in grades three, five, and eight. Results show that raters in different years differ in severity, with raters in mathematics most consistent, and those in language arts least…

Linking scores from the National Assessment of Educational Progress (NAEP) to statewide test results was studied. Results based on an equipercentile procedure suggest that such a link does not provide precise information. Information from a linking study should be limited to rough estimates of students in each NAEP achievement level. (SLD)