Identifying Sources of Differential Item and Bundle Functioning on Translated Achievement Tests: A Confirmatory Analysis

By Mark J. Gierl, Shameem Nyla Khaliq. 2001

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Examining Sources of Gender DIF in Mathematics Assessments Using a Confirmatory Multidimensional Model Approach (2006, methodology): “…reviewers identified sources of DIF in more than 80% of the items that functioned differently across Hebrew and Russian versions of test items, and Gierl and Khaliq (2001) reported 62% to 88% success levels in identifying sources of mathematics and social studies DIF items using expert reviews.”
An Approach for Categorizing DIF in Polytomous Items (2007, result): “Although much of the published research to date concerning the causes of DIF has focused on dichotomous item formats ( Bolt, 2000 ; Douglas, Roussos, & Stout, 1996 ; Gierl & Khaliq, 2001 ; Schmitt, Holland, & Dorans, 1993 ; Swanson, Clauser, Case, Nungester, & Featherman, 2002 ), the P1 and P2 s”
Investigation of model fit and score scale comparability in international assessments (2011, background): “In addition, the adaptation of measures and the inclusion of idiomatic expressions, vocabulary and words that are of differential difficulty for the various populations taking the assessment may also affect comparability (Allalouf, 2003; Ercikan 2002; Ercikan & Koh, 2005; Gierl & Khaliq, 2001).”