Linguistic Distance and Translation Differential Item Functioning on Trends in International Mathematics and Science Study Mathematics Assessment Items

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dc.authoridGokce, Semirhan/0000-0002-4752-5598
dc.authoridSireci, Stephen/0000-0002-2174-8777
dc.contributor.authorGokce, Semirhan
dc.contributor.authorBerberoglu, Giray
dc.contributor.authorWells, Craig S.
dc.contributor.authorSireci, Stephen G.
dc.date.accessioned2024-11-07T13:34:27Z
dc.date.available2024-11-07T13:34:27Z
dc.date.issued2021
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractThe 2015 Trends in International Mathematics and Science Study (TIMSS) involved 57 countries and 43 different languages to assess students' achievement in mathematics and science. The purpose of this study is to evaluate whether items and test scores are affected as the differences between language families and cultures increase. Using differential item functioning (DIF) procedures, we compared the consistency of students' performance across three combinations of languages and countries: (a) same language but different countries, (b) same countries but different languages, and (c) different languages and different countries. The analyses consisted of the detection of the number of DIF items for all paired comparisons within each condition, the direction of DIF, the magnitude of DIF, and the differences between test characteristic curves. As the countries were more distant with respect to cultures and language families, the presence of DIF increased. The magnitude of DIF was greatest when both language and country differed, and smallest when the languages were same, but the countries were different. Results suggest that when TIMSS results are compared across countries, the language- and country-specific differences which could reflect cultural, curriculum, or other differences should be considered.
dc.identifier.doi10.1177/07342829211010537
dc.identifier.endpage745
dc.identifier.issn0734-2829
dc.identifier.issn1557-5144
dc.identifier.issue6
dc.identifier.scopus2-s2.0-85104429905
dc.identifier.scopusqualityQ2
dc.identifier.startpage728
dc.identifier.urihttps://doi.org/10.1177/07342829211010537
dc.identifier.urihttps://hdl.handle.net/11480/15977
dc.identifier.volume39
dc.identifier.wosWOS:000643465500001
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSage Publications Inc
dc.relation.ispartofJournal of Psychoeducational Assessment
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241106
dc.subjectcross-lingual assessment
dc.subjectdifferential item functioning
dc.subjectlanguage equivalence
dc.subjectTrends in International Mathematics and Science Study
dc.subjectvalidity
dc.titleLinguistic Distance and Translation Differential Item Functioning on Trends in International Mathematics and Science Study Mathematics Assessment Items
dc.typeArticle

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