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Making Sense out of Measurement Non-Invariance: How to Explore Differences among Educational Systems in International Large-Scale Assessments

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Title: Making Sense out of Measurement Non-Invariance: How to Explore Differences among Educational Systems in International Large-Scale Assessments
Language: English
Authors: Cuellar, Edwin (ORCID 0000-0002-6486-7709), Partchev, Ivailo, Zwitser, Robert, Bechger, Timo
Source: Educational Assessment, Evaluation and Accountability. Feb 2021 33(1):9-25.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2021
Document Type: Journal Articles
Reports - Evaluative
Education Level: Secondary Education
Descriptors: International Assessment, Academic Achievement, Test Bias, Achievement Tests, Foreign Countries, Secondary School Students, Measurement, Multivariate Analysis, Visual Aids
Assessment and Survey Identifiers: Program for International Student Assessment
DOI: 10.1007/s11092-021-09355-x
ISSN: 1874-8597
Abstract: International large-scale assessment in education aims to compare educational achievement across many countries. Differences between countries in language, culture, and education give rise to differential item functioning (DIF). For many decades, DIF has been regarded as a nuisance and a threat to validity. In this paper, we take a different stance and argue that DIF holds essential information about the differences between countries. To uncover this information, we explore the use of multivariate analysis techniques as ways to analyze DIF emphasizing visualization. PISA 2012 data are used for illustration.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1287775
Database: ERIC
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  Data: International large-scale assessment in education aims to compare educational achievement across many countries. Differences between countries in language, culture, and education give rise to differential item functioning (DIF). For many decades, DIF has been regarded as a nuisance and a threat to validity. In this paper, we take a different stance and argue that DIF holds essential information about the differences between countries. To uncover this information, we explore the use of multivariate analysis techniques as ways to analyze DIF emphasizing visualization. PISA 2012 data are used for illustration.
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