NotesFAQContact Us
Search Tips
ERIC Number: ED476424
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 39
Abstractor: N/A
Reference Count: N/A
Curriculum and Translation Differential Item Functioning: A Comparison of Two DIF Detection Techniques.
Emenogu, Barnabas; Childs, Ruth A.
This study investigated the possible impacts of language and curriculum differences on the performance of test items by subpopulations of students. Focusing on Measurement and Geometry items completed by students in French- and English-language schools in Ontario made it possible to explore the differences and to compare the item response theory (IRT) and Mantel-Haenszel (MH) approaches to finding items with differential item functioning (DIF). The tests in this study might have had DIF as a result of translation or curriculum. Data came from the 2001 administration of the School Achievement Indicators Program (SAIP) mathematics assessment. The dataset contained information on 793 13-year-old and 677 16-year-old students from English-language schools and 487 13-year-old and 546 16-year-old students from French-language schools. Thirteen of the 27 items studies were flagged as exhibiting DIF by the MH approach, and 6 of these 13 were also flagged by IRT. Differences in curricula and practice between the French- and English-language schools are very difficult to separate from language differences, and, in fact, results point to the possibility of another source of DIF: different test-taking approaches in the two populations. Results demonstrate the complexity of the factors that contribute to how items are understood and approached by different groups of students. (Contains 5 tables, 7 figures, and 40 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada