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Net and Global Differential Item Functioning in PISA Polytomously Scored Science Items: Application of the Differential Step Functioning Framework
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Akour, Mutasem; Sabah, Saed; Hammouri, Hind – Journal of Psychoeducational Assessment, 2015
The purpose of this study was to apply two types of Differential Item Functioning (DIF), net and global DIF, as well as the framework of Differential Step Functioning (DSF) to real testing data to investigate measurement invariance related to test language. Data from the Program for International Student Assessment (PISA)-2006 polytomously scored…
Descriptors: Test Bias, Science Tests, Test Items, Scoring
Do Questions Written in the Target Language Make Foreign Language Listening Comprehension Tests More Difficult?
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Filipi, Anna – Language Testing, 2012
The Assessment of Language Competence (ALC) certificates is an annual, international testing program developed by the Australian Council for Educational Research to test the listening and reading comprehension skills of lower to middle year levels of secondary school. The tests are developed for three levels in French, German, Italian and…
Descriptors: Listening Comprehension Tests, Item Response Theory, Statistical Analysis, Foreign Countries
The National Core French Assessment Project: Design and Field Test of Formative Evaluation Instruments at the Intermediate Level.
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Vandergrift, Larry; Belanger, Claire – Canadian Modern Language Review, 1998
Describes the construction and field-testing results of intermediate-level tests for Canada' National Core French Assessment. Teachers found the instruments flexible to use and helpful for evaluating desired learning outcomes. Students found them beneficial for focusing and organizing learning activities. Both teachers and students found them…
Descriptors: Classroom Techniques, Feedback, Foreign Countries, Formative Evaluation