Analysis of Nonequivalent Assessments across Different Linguistic Groups Using a Mixed Methods Approach: Understanding the Causes of Differential Item Functioning by Cognitive Interviewing

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  • Author(s): Benítez, Isabel; Padilla, José-Luis
  • Language:
    English
  • Source:
    Journal of Mixed Methods Research. Jan 2014 8(1):52-68.
  • Publication Date:
    2014
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      17
    • Subject Terms:
      Foreign Countries; Mixed Methods Research; Test Bias; Cross Cultural Studies; International Programs; Testing Programs; Educational Assessment; Interviews; Questionnaires; Qualitative Research; Statistical Analysis
    • Subject Terms:
      Spain; United States
    • Subject Terms:
      Program for International Student Assessment
    • Accession Number:
      10.1177/1558689813488245
    • ISSN:
      1558-6898
    • Abstract:
      Differential item functioning (DIF) can undermine the validity of cross-lingual comparisons. While a lot of efficient statistics for detecting DIF are available, few general findings have been found to explain DIF results. The objective of the article was to study DIF sources by using a mixed method design. The design involves a quantitative phase in which DIF was analyzed followed by a qualitative phase conducting cognitive interviews. To illustrate the proposal, polytomous DIF was analyzed in the scales from the PISA (Programme for International Student Assessment) Student Questionnaire (Organisation for Economic Co-operation and Development). Evidence obtained allowed DIF to be connected with differences in the interpretation patterns of participants from the different linguistic groups. Finally, benefits of mixed methods design for analyzing equivalence in cross-lingual assessments are discussed.
    • Abstract:
      As Provided
    • Number of References:
      44
    • Publication Date:
      2014
    • Accession Number:
      EJ1019919