In Canada, many large-scale assessments are administered in English and French. The validity of decisions made from using these assessments critically depends on the meaningfulness and comparability of scores from using different versions of assessments. This research study focused on examining (1) the degree of construct comparability and (2) possible sources of incomparability of the Canadian English and French versions of the programme for international student assessment (PISA), 2003 problem-solving measure (PSM). In this study, statistical and qualitative linguistic reviews were used to examine construct comparability and potential sources of incomparability. These procedures sought to (1) determine the degree of comparability of the measure (2) identify if there are items that function differentially and (3) identify the potential sources of differential item functioning in the two language versions of the measure. Evidence from these procedures was used to determine the comparability of the inferences based on test scores from PISA 2003, PSM. A comparative analysis of the two language versions of the measure indicated that there were some psychometric differences at the scale and item level between the two languages which may jeopardize the comparability of assessment results.

In Canada, many large-scale assessments are administered in English and French. The validity of decisions made from using these assessments critically depends on the meaningfulness and comparability of scores from using different versions of assessments. This research study focused on examining (1) the degree of construct comparability and (2) possible sources of incomparability of the Canadian English and French versions of the programme for international student assessment (PISA), 2003 problem-solving measure (PSM). In this study, statistical and qualitative linguistic reviews were used to examine construct comparability and potential sources of incomparability. These procedures sought to (1) determine the degree of comparability of the measure (2) identify if there are items that function differentially and (3) identify the potential sources of differential item functioning in the two language versions of the measure. Evidence from these procedures was used to determine the comparability of the inferences based on test scores from PISA 2003, PSM. A comparative analysis of the two language versions of the measure indicated that there were some psychometric differences at the scale and item level between the two languages which may jeopardize the comparability of assessment results.

In Canada, many large-scale assessments are administered in English and French. The validity of decisions made from using these assessments critically depends on the meaningfulness and comparability of scores from using different versions of assessments. This research study focused on examining (1) the degree of construct comparability and (2) possible sources of incomparability of the Canadian English and French versions of the programme for international student assessment (PISA), 2003 problem-solving measure (PSM). In this study, statistical and qualitative linguistic reviews were used to examine construct comparability and potential sources of incomparability. These procedures sought to (1) determine the degree of comparability of the measure (2) identify if there are items that function differentially and (3) identify the potential sources of differential item functioning in the two language versions of the measure. Evidence from these procedures was used to determine the comparability of the inferences based on test scores from PISA 2003, PSM. A comparative analysis of the two language versions of the measure indicated that there were some psychometric differences at the scale and item level between the two languages which may jeopardize the comparability of assessment results.

In Canada, many large-scale assessments are administered in English and French. The validity of decisions made from using these assessments critically depends on the meaningfulness and comparability of scores from using different versions of assessments. This research study focused on examining (1) the degree of construct comparability and (2) possible sources of incomparability of the Canadian English and French versions of the programme for international student assessment (PISA), 2003 problem-solving measure (PSM). In this study, statistical and qualitative linguistic reviews were used to examine construct comparability and potential sources of incomparability. These procedures sought to (1) determine the degree of comparability of the measure (2) identify if there are items that function differentially and (3) identify the potential sources of differential item functioning in the two language versions of the measure. Evidence from these procedures was used to determine the comparability of the inferences based on test scores from PISA 2003, PSM. A comparative analysis of the two language versions of the measure indicated that there were some psychometric differences at the scale and item level between the two languages which may jeopardize the comparability of assessment results. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Philosophiae Doctor - PhD / This study focused on the 16PF (SA 92), a personality questionnaire that was developed in the USA and adapted for South African conditions. The main aim of the study was to determine whether the scores of the 16PF are comparable in a cross-cultural setting in South Africa. The influence of age, language, socio-economic status and gender on the scores were also determined. The sample consisted of black, white, coloured, and Indian university students and were drawn from the University of Western Cape, University of Pretoria, University of Durban- Westville, and University of Natal To achieve the aims outlined construct comparability studies and item comparability studies were conducted. In addition, descriptive statistics were also calculated to provide a general picture of the performance of the various sub-samples. A qualitative study was also conducted to determine some of the reasons for the occurrence of item incomparability of the racial sub-sample. The results showed that the racial variable had the greatest influence on the scores obtained. Problems existed with the construct and item comparability of the 16PF when the different race groups were compared. In addition, significant mean differences were also found on the majority of factors when the scores of the different race groups were compared. The results of the qualitative study showed that participants whose home language was not English or Afrikaans had difficulty in understanding many of the words and the construction of sentences contained in the 16PF. The implications of using the 16PF in South Africa, with its multicultural population was outlined, taking the new labour legislation pertaining to selection into consideration. Finally, a number of options for test users, and users of the 16PF in particular were presented.

This study focused on the 16PF (SA 92), a personality questionnaire that was developed in the USA and adapted for South African conditions. The main aim of the study was to determine whether the scores of the 16PF are comparable in a cross-cultural setting in South Africa. The influence of age, language, socio-economic status and gender on the scores were also determined. The sample consisted of black, white, coloured, and Indian university students and were drawn from the University of Western Cape, University of Pretoria, University of DurbanWestville, and University of Natal. To achieve the aims outlined construct comparability studies and item comparability studies were conducted. In addition, descriptive statistics were also calculated to provide a general picture of the performance of the various sub-samples. A qualitative study was also conducted to determine some of the reasons for the occurrence of item incomparability of the racial sub-sample. The results showed that the racial variable had the greatest influence on the scores obtained. Problems existed with the construct and item comparability of the 16PF when the different race groups were compared. In addition, significant mean differences were also found on the majority of factors when the scores of the different race groups were compared. The results of the qualitative study showed that participants whose home language was not English or Afrikaans had difficulty in understanding many of the words and the construction of sentences contained in the 16PF. The implications of using the 16PF in South Africa, with its multicultural population was outlined, taking the new labour legislation pertaining to selection into consideration. Finally, a number of options for test users, and users of the 16PF in particular were presented. / Industrial and Organisational Psychology / D.Com. (Industrial Psychology)

This study focused on the 16PF (SA 92), a personality questionnaire that was developed in the USA and adapted for South African conditions. The main aim of the study was to determine whether the scores of the 16PF are comparable in a cross-cultural setting in South Africa. The influence of age, language, socio-economic status and gender on the scores were also determined. The sample consisted of black, white, coloured, and Indian university students and were drawn from the University of Western Cape, University of Pretoria, University of DurbanWestville, and University of Natal. To achieve the aims outlined construct comparability studies and item comparability studies were conducted. In addition, descriptive statistics were also calculated to provide a general picture of the performance of the various sub-samples. A qualitative study was also conducted to determine some of the reasons for the occurrence of item incomparability of the racial sub-sample. The results showed that the racial variable had the greatest influence on the scores obtained. Problems existed with the construct and item comparability of the 16PF when the different race groups were compared. In addition, significant mean differences were also found on the majority of factors when the scores of the different race groups were compared. The results of the qualitative study showed that participants whose home language was not English or Afrikaans had difficulty in understanding many of the words and the construction of sentences contained in the 16PF. The implications of using the 16PF in South Africa, with its multicultural population was outlined, taking the new labour legislation pertaining to selection into consideration. Finally, a number of options for test users, and users of the 16PF in particular were presented. / Industrial and Organisational Psychology / D.Com. (Industrial Psychology)