NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ856459
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-1530-5058
Which Item Types Are Better Suited to the Linking of Verbal Adapted Tests?
Allalouf, Avi; Rapp, Joel; Stoller, Reuven
International Journal of Testing, v9 n2 p92-107 2009
When a test is adapted from a source language (SL) into a target language (TL), the two forms are usually not psychometrically equivalent. If linking between test forms is necessary, those items that have had their psychometric characteristics altered by the translation (differential item functioning [DIF] items) should be eliminated from the anchor that is used for linking. Differences between item types were studied from an operational point of view: Which items are better suited to the linking? The Verbal Reasoning subtest of the "Psychometric Entrance Test" was used as the basis of the study. The translated item types were Analogies, Sentence Completions, Logic, and Reading Comprehension. The TL Verbal Reasoning was linked to the SL form using an anchor consisting of the common non-DIF items. Data were collected from 43 test forms in 4 TL languages. The main findings indicate that not all item types are equally effective for the linking of adapted tests. The best item types were Logic and Reading Comprehension. Verbal Analogies were highly problematic. It is proposed that since verbal analogies do not retain their psychometric characteristics when adapted, they should be excluded from the anchor. Furthermore, when constructing SL forms the translatability of the item types should be taken into account. (Contains 5 figures, 5 tables and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A