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Folly Beach Library
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Wando Mount Pleasant Library
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Village Library
9 a.m. – 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. – 8 p.m.
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Investigating Linguistic Sources of Differential Item Functioning Using Expert Think-Aloud Protocols in Science Achievement Tests
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- Author(s): Roth, Wolff-Michael; Oliveri, Maria Elena; Sandilands, Debra Dallie; Lyons-Thomas, Juliette; Ercikan, Kadriye
- Language:
English- Source:
International Journal of Science Education. 2013 35(4):546-576.- Publication Date:
2013- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 31
- Subject Terms:
- Subject Terms:
- Accession Number: 10.1080/09500693.2012.721572
- ISSN: 0950-0693
- Abstract: Even if national and international assessments are designed to be comparable, subsequent psychometric analyses often reveal differential item functioning (DIF). Central to achieving comparability is to examine the presence of DIF, and if DIF is found, to investigate its sources to ensure differentially functioning items that do not lead to bias. In this study, sources of DIF were examined using think-aloud protocols. The think-aloud protocols of expert reviewers were conducted for comparing the English and French versions of 40 items previously identified as DIF ("N"?=?20) and non-DIF ("N"?=?20). Three highly trained and experienced experts in verifying and accepting/rejecting multi-lingual versions of curriculum and testing materials for government purposes participated in this study. Although there is a considerable amount of agreement in the identification of differentially functioning items, experts do not consistently identify and distinguish DIF and non-DIF items. Our analyses of the think-aloud protocols identified particular linguistic, general pedagogical, content-related, and cognitive factors related to sources of DIF. Implications are provided for the process of arriving at the identification of DIF, prior to the actual administration of tests at national and international levels. (Contains 4 tables and 1 note.)
- Abstract: As Provided
- Number of References: 30
- Publication Date: 2014
- Accession Number: EJ1011291
- Availability:
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