Profile analysis is one of the main tools for studying whether differential item functioning can be related to specific features of test items. While relevant, profile analysis in its current form has two restrictions that limit its usefulness in practice: It assumes that all test items have equal discrimination parameters, and it does not test…

This study aimed to evaluate the item model fit by equating the forms of the PISA 2018 mathematics subtest with concurrent common items equating in samples from Türkiye, the UK, and Italy. The answers given in mathematics subtest Forms 2, 8, and 12 were used in this context. Analyzes were performed using the Dichotomous Rasch Model in the WINSTEPS…

The purpose of this research is to determine whether PISA 2018 mathematical literacy test items show a differential item functioning across countries. For this purpose, only the items in booklet number three were examined using the MIMIC method with Latent Class Analysis (LCA) approach. PISA 2018 tests are mostly developed in English. Therefore,…

Studies across countries part of the Organization for Economic Cooperation and Development (OECD) suggest that learners' sense of school belonging is often influenced by their place of birth. However, large-scale assessment studies rarely explore whether differences in belonging scores between non-immigrant and immigrant learners are due to test…

This study examined which aspects of critical literacy are focused on in the reading literacy assessment for the Programme for International Student Assessment (PISA) 2018 and what kinds of texts are related to the critical literacy items in the test. Based on theory-oriented qualitative content analysis, critical literacy items in PISA…

Background: Mode effects, the variations in item and scale properties attributed to the mode of test administration (paper vs. computer), have stimulated research around test equivalence and trend estimation in PISA. The PISA assessment framework provides the backbone to the interpretation of the results of the PISA test scores. However, an…

The past century has seen a debate on what characterises a scientifically literate citizen. Originally, scientific literacy implied that a citizen should know the products of science but has grown to incorporate processes of science and aspects of the nature of science. Studies on students' epistemic knowledge are rarer than ones on students'…

Collaborative problem solving (CPS) is inherently an interactive, conjoint, dual-strand process that considers how a student reasons about a problem as well as how s/he interacts with others to regulate social processes and exchange information (OECD, 2013). Measuring CPS skills presents a challenge for obtaining consistent, accurate, and reliable…

The present research aims to examine whether the questions in the Program for the International Student Assessment (PISA) 2009 reading literacy instrument display differential item functioning (DIF) among the Turkish, French, and American samples based on univariate and multivariate matching techniques before and after the total score, which is…

One of the primary goals of international large-scale assessments in education is the comparison of country means in student achievement. This article introduces a framework for discussing differential item functioning (DIF) for such mean comparisons. We compare three different linking methods: concurrent scaling based on full invariance,…

The aim of this study is to investigate the cross-cultural measurement invariance of the reading skills items of the PISA 2018 at test and item level. Another aim of the study is to determine the item bias for items that do not show cross-cultural measurement invariance in line with expert opinions. A survey model was used in the study. The study…

We investigated the potential impact of differential item functioning (DIF) on group-level mean and standard deviation estimates using empirical and simulated data in the context of large-scale assessment. For the empirical investigation, PISA 2018 cognitive domains (Reading, Mathematics, and Science) data were analyzed using Jackknife sampling to…

The prevalence and serious consequences of noneffortful responses from unmotivated examinees are well-known in educational measurement. In this study, we propose to apply an iterative purification process based on a response time residual method with fixed item parameter estimates to detect noneffortful responses. The proposed method is compared…

Many low-stakes assessments, such as international large-scale surveys, are administered during time-limited testing sessions and some test-takers are not able to endorse the last items of the test, resulting in not-reached (NR) items. However, because the test has no consequence for the respondents, these NR items can also stem from quitting the…

Data from international large-scale assessments (ILSAs) of schooled populations indicate that boys have considerably poorer literacy skills than girls. New evidence from a household-based ILSA--Organisation for Economic Cooperation and Development Survey of Adult Skills (PIAAC)--indicates that the gender gap in literacy is negligible, even though…