Differential Item Functioning Analyses investigates whether individuals with same ability in different groups also show similar performance on an item. In matching the individuals of the same ability, most of the methodologies use total scores of the tests which are usually constructed to be unidimensional. th purpose of the present study is evaluating the PISA 2003 mathematics literacy items through the use of DIF methodology which uses a multidimensional approach in matching students instead of single total score, improve the matching for DIF analyses.
In the study factor structure of the tests will be determeined via both exploratory and confirmatory analyses in a complimentary fashion. then DIF analyses conducted using Logistic regression (LR) and Mantel -Haenszel methods.Analyses showed that the matching criterion improved when multivariate analyses were used. the number of DIF items was decreased when the matching criterion is defined based on multiple criterion scores such as mathematical literacy and problem solving scores or two different mathematical literacy subtest score.
In addition, qualitative reviews and examination of the distribution of DIF items by content categories, cognitive demands, item types,item text, visual-spatial factors and linguistic properties of items were analyzed to explain the differential performance. Curriculum, cultural and translation differences were the main criteria for the qualitative analyses of DIF items. The results imply that curriculum and translation differences in items might be causing the DIF across Turkish and English versions of the tests.
| Identifer | oai:union.ndltd.org:METU/oai:etd.lib.metu.edu.tr:http://etd.lib.metu.edu.tr/upload/12607157/index.pdf |
| Date | 01 April 2006 |
| Creators | Cet, Selda |
| Contributors | Berberoglu, Giray |
| Publisher | METU |
| Source Sets | Middle East Technical Univ. |
| Language | English |
| Detected Language | English |
| Type | Ph.D. Thesis |
| Format | text/pdf |
| Rights | To liberate the content for public access |
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