Retaining Translated Verbal Reasoning Items by Revising DIF Items [electronic resource] / Avi Allalouf.
When a test is translated from a source language to a target language, the result is generally not two psychometrically equivalent tests. If the sources of differential item functioning (DIF) across languages could be predicted, this could have important implications for test adaptations. This study...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2000.
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MARC
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| 245 | 1 | 0 | |a Retaining Translated Verbal Reasoning Items by Revising DIF Items |h [electronic resource] / |c Avi Allalouf. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2000. | ||
| 300 | |a 23 pages. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). |5 ericd. | ||
| 520 | |a When a test is translated from a source language to a target language, the result is generally not two psychometrically equivalent tests. If the sources of differential item functioning (DIF) across languages could be predicted, this could have important implications for test adaptations. This study examined item revision as a tool for improving test adaptations. A panel of eight translators and researchers revised the DIF items detected in a previous study of tests administered in Hebrew and Russian (A. Allalouf and others, 1999), based on the reasons for DIF the previous study had identified. The revised items were then administered in six test sessions, and the revised target language items were compared to the original source language items and to the original translation. Results from the 6 sections, each of which included between 5,800 and 7,150 examinees taking the original Hebrew examination, between 1,485 and 2,033 examinees taking the original Russian examination, and between 380 and 840 examinees taking the revised Russian version, show that the revision succeeded in reducing DIF in 27 of the 37 revised items (in 12 to a significant degree). Eight items exhibited increased DIF, which was significant for two items. Results were studied to attempt to determine which sources of DIF and which item types can be revised most effectively. Empirical guidelines for using a panel to reduce DIF are presented. An appendix contains the item revision form. (Contains 8 tables and 14 references.) (SLD) | ||
| 650 | 1 | 7 | |a College Entrance Examinations. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 0 | 7 | |a Hebrew. |2 ericd. |
| 650 | 1 | 7 | |a High School Students. |2 ericd. |
| 650 | 0 | 7 | |a High Schools. |2 ericd. |
| 650 | 1 | 7 | |a Item Bias. |2 ericd. |
| 650 | 1 | 7 | |a Researchers. |2 ericd. |
| 650 | 0 | 7 | |a Russian. |2 ericd. |
| 650 | 0 | 7 | |a Test Format. |2 ericd. |
| 650 | 1 | 7 | |a Test Items. |2 ericd. |
| 650 | 1 | 7 | |a Translation. |2 ericd. |
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