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Download full textMartin, Michael O., Ed.; von Davier, Matthias, Ed.; Mullis, Ina V. S., Ed. – International Association for the Evaluation of Educational Achievement, 2020
The chapters in this online volume comprise the TIMSS & PIRLS International Study Center's technical report of the methods and procedures used to develop, implement, and report the results of TIMSS 2019. There were various technical challenges because TIMSS 2019 was the initial phase of the transition to eTIMSS, with approximately half the…
Descriptors: Foreign Countries, Elementary Secondary Education, Achievement Tests, International Assessment
Sireci, Stephen G. – 1995
Test developers continue to struggle with the technical and logistical problems inherent in assessing achievement across different languages. Many testing programs offer separate language versions of a test to evaluate the achievement of examinees in different language groups. However, comparisons of individuals who took different language…
Descriptors: Bilingualism, Educational Assessment, Equated Scores, Intercultural Communication
Peer reviewedSireci, Stephen G.; Berberoglu, Giray – Applied Measurement in Education, 2000
Studied a method for investigating the equivalence of translated-adapted items using bilingual test takers through item response theory. Results from an English-Turkish course evaluation form completed by 688 Turkish students indicate that the methodology is effective in flagging items that function differentially across languages and informing…
Descriptors: Bilingualism, College Students, Evaluation Methods, Higher Education
Emenogu, Barnabas; Childs, Ruth A. – 2003
This study investigated the possible impacts of language and curriculum differences on the performance of test items by subpopulations of students. Focusing on Measurement and Geometry items completed by students in French- and English-language schools in Ontario made it possible to explore the differences and to compare the item response theory…
Descriptors: Curriculum, English, Foreign Countries, French
Peer reviewedSireci, Stephen G. – Educational Measurement: Issues and Practice, 1997
Different methodologies for linking tests across languages are reviewed and evaluated, focusing on monolingual item response theory, bilingual group designs, and matched monolingual group designs. These methods, although not without weaknesses, are superior for promoting score comparability than methods that rely on translation or expert judgment…
Descriptors: Bilingualism, Comparative Analysis, Cross Cultural Studies, Educational Assessment
Peer reviewedBudgell, Glen R.; And Others – Applied Psychological Measurement, 1995
The usefulness of three item response theory-based methods and the Mantel Haenszel technique in evaluating the measurement equivalence of translated assessment instruments was demonstrated in a study involving 2,000 French-speaking Canadian adults who took a French test translation and 2,000 English-speaking adults who took the English original.…
Descriptors: Adults, Chi Square, Cultural Awareness, Culture Fair Tests
