Students exhibit many behaviors when responding to items on a computer-based test, but only some of these behaviors are relevant to estimating their proficiencies. In this study, we analyzed data from computer-based math achievement tests administered to elementary school students in grades 3 (ages 8-9) and 4 (ages 9-10). We investigated students'…

Illustrates how multidimensional scaling (MDS) and differential item functioning (DIF) procedures can be used to evaluate the equivalence of different language versions of an examination. Presents examples of structural differences and DIF across languages. (SLD)

In many cross-cultural research studies, assessment instruments are translated or adapted for use in multiple languages. However, it cannot be assumed that different language versions of an assessment are equivalent across languages. A fundamental issue to be addressed is the comparability or equivalence of the construct measured by each language…

Evaluated the structural equivalence and differential item functioning of an employee attitude survey from a large international corporation across three languages, eight cultures, and two mediums of administration. Results for 40,595 employees show the structure of survey data was consistent and items functioned similarly across all groups. (SLD)

Assessing people who operate in different languages necessitates the use of multiple language versions of an assessment. However, different language versions of an assessment are not necessarily equivalent. In this paper, the psychometric properties of different language versions on an international employee attitude survey are evaluated. This…

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…

Procedures for evaluating differential item functioning (DIF) are commonly used to investigate the statistical equivalence of items that are translated from one language to another. However, the methodology developed for detecting DIF is designed to evaluate the functioning of the same items administered to two groups. In evaluating the…

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…

Focused on whether differential item functioning (DIF) is related to item type in translated test items and the causes of DIF using data from an Israeli college entrance test in Hebrew and a Russian translation. Results from 24,304 college applicants indicate that 34% of items functioned differently across items. (SLD)

International comparative educational studies make use of test instruments originally developed in English by international panels of experts, but that are ultimately administered in the language of instruction of the students. The comparability of the different language versions of these assessments is a critical issue in validating the…

Many students in the United States who are required to take educational tests are not fully proficient in English. To address this problem, a state-mandated testing program created dual language English-Spanish versions of some of their tests. In this study, the psychometric properties of the English and dual language versions of a fourth-grade…

In the United States, tests are held to high standards of quality. In developing countries such as Malawi, psychometricians must deal with these same high standards as well as several additional pressures such as widespread cheating, test administration difficulties due to challenging landscapes and poor resources, difficulties in reliably scoring…

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…

Adapting credentialing examinations for international uses involves translating tests for use in multiple languages. This paper explores methods for evaluating construct equivalence and item equivalence across different language versions of a test. These methods were applied to four different language versions (English, French, German, and…

Evaluating the comparability of a test administered in different languages is a difficult, if not impossible, task. Comparisons are problematic because observed differences in test performance between groups who take different language versions of a test could be due to a difference in difficulty between the tests, to cultural differences in test…