Application of Think Aloud Protocols for Examining and Confirming Sources of Differential Item Functioning Identified by Expert Reviews

Kadriye Ercikan · Rübab G. Arım · Danielle M. Law · José F. Domene · Serge Lacroix

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Psychometric Methodologies and Testing Educational Assessment and Pedagogy Educational Technology and Assessment

Abstract

This paper demonstrates and discusses the use of think aloud protocols (TAPs) as an approach for examining and confirming sources of differential item functioning ( DIF). The TAPs are used to investigate to what extent surface characteristics of the items that are identified by expert reviews as sources of DIF are supported by empirical evidence from examinee thinking processes in the English and French versions of a Canadian national assessment. In this research, the TAPs confirmed sources of DIF identified by expert reviews for 10 out of 20 DIF items. The moderate agreement between TAPs and expert reviews indicates that evidence from expert reviews cannot be considered sufficient in deciding whether DIF items are biased and such judgments need to include evidence from examinee thinking processes.

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1977Telling more than we can know: Verbal reports on mental processes.1992Fundamentals of item response theory 2014The Nature of Expertise 1994Differential Item Functioning.1991Toward a general theory of expertise : prospects and limits 2004Adapting Educational and Psychological Tests for Cross-Cultural Assessment 2004The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues 2000The Roles of Representations and Tools in the Chemistry Laboratory and Their Implications for Chemistry Learning

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2011Measurement Equivalence Across Racial/Ethnic Groups of the Mood and Feelings Questionnaire for Childhood Depression 2012Modifying Measures Based on Differential Item Functioning (DIF) Impact Analyses 2013Adapting tests for use in other languages and cultures.2011Do Different Approaches to Examining Construct Comparability in Multilanguage Assessments Lead to Similar Conclusions?2014Probabilistic Approaches to Examining Linguistic Features of Test Items and Their Effect on the Performance of English Language Learners

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