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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 7 results
Uncovering Substantive Patterns in Student Responses in International Large-Scale Assessments--Comparing a Latent Class to a Manifest DIF Approach
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Oliveri, María Elena; Ercikan, Kadriye; Zumbo, Bruno D.; Lawless, René – International Journal of Testing, 2014
In this study, we contrast results from two differential item functioning (DIF) approaches (manifest and latent class) by the number of items and sources of items identified as DIF using data from an international reading assessment. The latter approach yielded three latent classes, presenting evidence of heterogeneity in examinee response…
Descriptors: Test Bias, Comparative Analysis, Reading Tests, Effect Size
Analysis of Sources of Latent Class Differential Item Functioning in International Assessments
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Oliveri, Maria Elena; Ercikan, Kadriye; Zumbo, Bruno – International Journal of Testing, 2013
In this study, we investigated differential item functioning (DIF) and its sources using a latent class (LC) modeling approach. Potential sources of LC DIF related to instruction and teacher-related variables were investigated using substantive and three statistical approaches: descriptive discriminant function, multinomial logistic regression,…
Descriptors: Test Bias, Test Items, Multivariate Analysis, Discriminant Analysis
Investigating Sources of Differential Item Functioning in International Large-Scale Assessments Using a Confirmatory Approach
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Sandilands, Debra; Oliveri, Maria Elena; Zumbo, Bruno D.; Ercikan, Kadriye – International Journal of Testing, 2013
International large-scale assessments of achievement often have a large degree of differential item functioning (DIF) between countries, which can threaten score equivalence and reduce the validity of inferences based on comparisons of group performances. It is important to understand potential sources of DIF to improve the validity of future…
Descriptors: Validity, Measures (Individuals), International Studies, Foreign Countries
Methodologies for Investigating Item- and Test-Level Measurement Equivalence in International Large-Scale Assessments
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Oliveri, Maria Elena; Olson, Brent F.; Ercikan, Kadriye; Zumbo, Bruno D. – International Journal of Testing, 2012
In this study, the Canadian English and French versions of the Problem-Solving Measure of the Programme for International Student Assessment 2003 were examined to investigate their degree of measurement comparability at the item- and test-levels. Three methods of differential item functioning (DIF) were compared: parametric and nonparametric item…
Descriptors: Foreign Students, Test Bias, Speech Communication, Effect Size
Using Multiple-Variable Matching to Identify Cultural Sources of Differential Item Functioning
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Wu, Amery D.; Ercikan, Kadriye – International Journal of Testing, 2006
Identifying the sources of differential item functioning (DIF) in international assessments is very challenging, because such sources are often nebulous and intertwined. Even though researchers frequently focus on test translation and content area, few actually go beyond these factors to investigate other cultural sources of DIF. This article…
Descriptors: Test Bias, Cultural Influences, Case Studies, Foreign Countries
Examining the Construct Comparability of the English and French Versions of TIMSS
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Ercikan, Kadriye; Koh, Kim – International Journal of Testing, 2005
The objective of this research was to examine the comparability of constructs assessed by English and French versions of the Third International Mathematics and Science Study (TIMSS). The differences in constructs observed in our analyses indicate serious limitations of using TIMSS results for making comparisons that use overall performance in…
Descriptors: English, French, Mathematics Achievement, Comparative Analysis
Disentangling Sources of Differential Item Functioning in Multilanguage Assessments.
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Ercikan, Kadriye – International Journal of Testing, 2002
Disentangled sources of differential item functioning (DIF) in a multilanguage assessment for which multiple factors were expected to be causing DIF. Data for the Third International Mathematics and Science study for four countries and two languages (3,000 to 11,000 cases in each comparison group) reveal amounts and sources of DIF. (SLD)
Descriptors: Cross Cultural Studies, English, French, International Studies