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Original Research ARTICLE Provisionally accepted The full-text will be published soon. Notify me

Front. Educ. | doi: 10.3389/feduc.2019.00120

Measurement Comparability of Reading in English and French Canadian Population: Special Case of the 2011 Progress in International Reading Literacy Study

  • 1Department of National Defence, Canada
  • 2Educational Testing Service, United States

The purpose of this study is to examine item equivalence and score comparability of the Progress in International Reading Literacy Study (PIRLS) 2011for the Canadian French and English language groups. Two methods of differential item functioning were conducted to examine item equivalence across thirteen test booklets designed to assess reading literacy in early years of schooling. Four bilingual reviewers with expertise in reading literacy conducted independent, linguistic and cultural reviews to identify both the degree of item equivalence and potential sources of differences between language versions of released items. Results indicate that an average of 25% of items per booklet function differently at the item level. Reviews by experts indicate differences between the two language versions on some items flagged as displaying differential item function (DIF). Some of these were identified to have linguistic differences pointing to differential difficulty levels in the two language versions.

Keywords: Score comparability, Test equivalence, Item equivalence, Differential Item Functioning, international assessment, Reading literacy achievement

Received: 26 Jul 2019; Accepted: 09 Oct 2019.

Copyright: © 2019 Goodrich and Ercikan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence:
Dr. Shawna Goodrich, Department of National Defence, Ottawa, Canada,
Dr. Kadriye Ercikan, Educational Testing Service, Princeton, New Jersey, United States,