[Rasch] Re: Rasch Digest, Vol 42, Issue 4

Juho Looveer juho.looveer at gmail.com
Fri Jan 16 18:44:18 EST 2009


Whether you have the same bilingual students do both versions of the test,
the language and its nuances, idioms, etc will be a factor that will impact
on test performance and on student responses.
Having the same students do two versions of the test will also create a
learning effect, or differences in responses due to responding to the same
questions twice in a short period of time (you know how you sometimes change
your mind when you see a question again a short time after seeing it for the
first time?)

Perhaps the first step is to administer the test to the two different groups
of students (i.e. in different languages), analyse the data as one set, and
see if any items display dif.  I would suggest you also consider non-uniform
dif, as students with different abilities may be impacted differently.
[Unofrtunately I am not so familiar with Winsteps, but find RUMM fantastic
for such work].

You could simply administer the test to the two groups (i.e. in different
languages) and enter the two sets of data and compare items with the
language as a factor and consider dif.  However, another problem will be
that where analysis suggests dif, you won't be able to tell whether the dif
is due to the differences in the two groups of test takers, or differences
due to the languages.


Regards

Juho




Dr Juho Looveer
Edumetrics

On Fri, Jan 16, 2009 at 8:26 AM, <rasch-request at acer.edu.au> wrote:

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> Today's Topics:
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>   1. Test Translation & DIF (Anthony James)
>   2. Re: Test Translation & DIF (Buck, Gary)
>   3. RE: Test Translation & DIF (Matt Schulz)
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> ----------------------------------------------------------------------
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> Message: 1
> Date: Thu, 15 Jan 2009 11:21:45 -0800 (PST)
> From: Anthony James <luckyantonio2003 at yahoo.com>
> Subject: [Rasch] Test Translation & DIF
> To: rasch at acer.edu.au
> Message-ID: <339794.30503.qm at web111405.mail.gq1.yahoo.com>
> Content-Type: text/plain; charset="iso-8859-1"
>
> Dear all,
> I want to study DIF in the context of test translation. That is, whether
> items exhibits different levels of difficulty in the original version and
> the translated version of a test. How should one go about doing this in
> Winsteps?
> Two different linguistic groups have taken the original version of a test
> and its translation.
> Do I need some bilingual test-takers to take both versions to establish a
> link to run DIF?
> What else can be done, within classical test theory and Rasch measurement,
> to investigate translation equivalence and the validity of the translated
> version of a test?
> Cheers
> Anthony
>
>
>
>
>
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> Message: 2
> Date: Thu, 15 Jan 2009 14:40:58 -0500
> From: "Buck, Gary" <garybuck at umich.edu>
> Subject: Re: [Rasch] Test Translation & DIF
> To: "luckyantonio2003 at yahoo.com" <luckyantonio2003 at yahoo.com>,
>        "rasch at acer.edu.au" <rasch at acer.edu.au>
> Message-ID: <C594FB7A.81E6%garybuck at umich.edu<C594FB7A.81E6%25garybuck at umich.edu>
> >
> Content-Type: text/plain; charset="iso-8859-1"
>
> Dear Anthony,
>
> It is difficult to know what you are planning from this brief description,
> but this is a hugely complex issue, and a number of language-testing
> specialists have wrestled with it. The issue revolves around the degree to
> which the construct is affected by the translation process. Many would
> simply argue that the language of the test is part of the construct, and
> hence the construct is changed, and they should be regarded as different
> tests; and in a large number of cases, that is the only reasonable
> conclusion. The notion of bilingual test takers is very complex too, since
> most "bilinguals" have different ability levels in their two languages, and
> that can affect performance on the test of interest, yet finding balanced
> bilinguals is difficult, and then showing that they are balanced is well
> nigh impossible.
>
> A chap called Charles Stansfield has a small company at
> http://www.2lti.com/, and they do test translation. He has some stuff on
> his web site, and Charlie is a helpful sort of chap and may be able to offer
> you some practical advice.
>
> Regards,
> Gary
>
> ----------------------------------------------
> Gary Buck, Ph.D.
> Director of Testing and Certification Division
> 734.615.8689
> garybuck at umich.edu
>
> Street Address:
> University of Michigan
> English Language Institute
> 500 East Washington Street
> Ann Arbor, MI  48104-2028
> USA
>
> Main Office:
> phone: 734.764.2413
> fax: 734.763.0369
> http://www.lsa.umich.edu/eli/
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>
>
>
>
>
>
>
> On 1/15/09 2:21 PM, "Anthony James" <luckyantonio2003 at yahoo.com> wrote:
>
> Dear all,
> I want to study DIF in the context of test translation. That is, whether
> items exhibits different levels of difficulty in the original version and
> the translated version of a test. How should one go about doing this in
> Winsteps?
> Two different linguistic groups have taken the original version of a test
> and its translation.
> Do I need some bilingual test-takers to take both versions to establish a
> link to run DIF?
> What else can be done, within classical test theory and Rasch measurement,
> to investigate translation equivalence and the validity of the translated
> version of a test?
> Cheers
> Anthony
>
>
>
>
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> ------------------------------
>
> Message: 3
> Date: Thu, 15 Jan 2009 14:58:38 -0600
> From: "Matt Schulz" <mschulz at pacificmetrics.com>
> Subject: RE: [Rasch] Test Translation & DIF
> To: <rasch at acer.edu.au>
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