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A Comparison of Higher-Order Reading Comprehension Performance for Different Language of Instruction Models in South African Primary Schools
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Palane, Nelladee McLeod; Howie, Sarah – Perspectives in Education, 2019
In this article, preProgress in Reading Literacy Study (prePIRLS) 2011 data is used to compare the performance of different language of instruction groupings (English, Afrikaans and African languages) in primary schools on the more complex, higher-order reading comprehension items tested in a large-scale international test. PrePIRLS 2011…
Descriptors: Reading Comprehension, Language of Instruction, Models, Elementary School Students
Recursive Partitioning to Identify Potential Causes of Differential Item Functioning in Cross-National Data
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Finch, W. Holmes; Hernández Finch, Maria E.; French, Brian F. – International Journal of Testing, 2016
Differential item functioning (DIF) assessment is key in score validation. When DIF is present scores may not accurately reflect the construct of interest for some groups of examinees, leading to incorrect conclusions from the scores. Given rising immigration, and the increased reliance of educational policymakers on cross-national assessments…
Descriptors: Test Bias, Scores, Native Language, Language Usage