Curriculum, Translation, and Differential Functioning of Measurement and Geometry Items

Oct 15, 2026

Differential item functioning (DIF) is examined for measurement and geometry items administered in French and English, focusing on whether students with the same mathematical ability face different probabilities of answering correctly. Using Ontario students’ responses from the 2001 School Achievement Indicators Program mathematics assessment, the study applies item response theory-based procedures to investigate DIF sources. Interpretation of DIF in terms of translation and curriculum influences is only partly supported. Alternative explanations and directions for further research are provided, along with discussion of test translation and interprovincial curriculum variation.

LanguageEnglish

CategoryExam

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Differential Item Functioning (DIF)

Translation and language difficulty explanations

Curriculum differences and educational context

Study design: Ontario responses and SAIP items

Curriculum, Translation, and Differential Functioning of Measurement and Geometry Items BarnabasC.Emenogu Ruth A. Childs A test item exhibits differential item functioning (DIF) if students with the same ability find it differentially difficult. When the item is administered in French and English, differences in language difficulty and meaning are the most likely explanations. However, curriculum differences may also contribute to DIF. The responses of Ontario students to Measurement and Geometry items from the content subtest of the 2001 School Achievement Indicators Program Mathematics Assessment were analyzed using item response theory-based procedures. DIF between the French and English versions was investigated. Attempts to interpret theDIF found in terms of translation and curriculum influences were partially successful. Alternative explanations and suggestions for additional research are provided. Keywords: differential item functioning, curriculum, translation, mathematics assessment, large-scale assessment Un item de test donne lieu à un fonctionnement différencié d􀂒item (FDI) si des élèvesayant les mêmes aptitudes le trouvent difficile de façon différente. Lorsqu􀂒un item est administré en français et en anglais, les différences quant aux difficultés de la langue et au sens sont les explications les plus vraisemblables. Or, les différences d􀂒ordre curriculaire peuvent aussi contribuer au fonctionnement différencié des items. Les réponses des élèves ontariens à des items de mesure et de géométrie tirés du sous-test de contenu du Programme d􀂒indicateurs du programmescolaire 2001 pour l􀂒évaluation en mathématiques ont été analysées à l􀂒aide de procédures fondées sur la théorie de laréponse aux items. Le FDI entre les versions française et anglaise a été étudié . Les tentatives d􀂒interpréter le FDI en termes de traduction et de programmes ont été partiellement couronnées de succès. D􀂒autres explications et des suggestions de recherches complémentaires sont données. Mots clés: fonctionnement différencié des items, curriculum, traduction d􀂒instruments,évaluation en mathématiques, évaluation à grande échelle. 􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖􀂖 Two students with the same level of mathematics understanding should have equal probabilities of answering a mathematics test item correctly. If their probabilities are different, the item is said to exhibit differential item functioning (DIF) . Understanding the extent to which items function CANADIAN JOURNAL OF EDUCATION 28, 1 & 2 (2005): 128􀂖146 differently across groups of students and explaining these differences has motivated much recent psychometric literature (e.g., Allalouf, Hambleton,& Sireci, 1999; Gierl & Khaliq, 2001; Gierl, Rogers, & Klinger, 1999; Swanson, Clauser, Case, Nungester, & Featherman, 2002; Zwick, Thayer, & Lewis 2000) . Studies have compared the functioning of items for females and males, for students of different ethnicities or cultural backgrounds, and for students taking tests in different languages. In studies of items administered in two languages, explanations for DIFare typically sought in terms of differences in language difficulty and meaning. Guidelines for translating tests have been suggested (e.g., van de Vijver & Hambleton, 1996) to minimize translation DIF. Although language differences are the most obvious explanation for DIF between translated test forms, other explanations are also possible. For example, school curricula may differ across languages, students maybe taught to solve mathematics problems using different methods, or schools may differ in the availability of textbooks or other resources. DIF is a particular concern for tests such as those in the School Achievement Indicators Program (SAIP) because of the diversity of educational jurisdictions in which they are administered. In the SAIP, French and English versions of each test are administered to samples of 13-and 16-year-olds across Canada. Recent analyses by Boiteau, Bertran

FAQs

What does differential item functioning (DIF) mean for a test item?

An item shows DIF when examinees with the same ability have different probabilities of answering correctly. The difference is due to factors beyond the trait being measured.

Why are French and English test versions important for DIF analysis?

When the same item is administered in two languages, differences in language difficulty and meaning are common explanations for DIF. The study investigates whether these factors account for observed differences.

How does the study handle potential curriculum differences?

Curriculum differences can also contribute to DIF, so the study focuses on Ontario students. Ontario offers a setting where curriculum and resources differ across French- and English-language schools.

Oct 15, 2026

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