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Journal article

Language effects in international testing: the case of PISA 2006 science items

Abstract:

We investigate the extent to which language versions (English, French and Arabic) of the same science test are comparable in terms of item difficulty and demands. We argue that language is an inextricable part of the scientific literacy construct, be it intended or not by the examiner. This argument has considerable implications on methodologies used to address the equivalence of multiple language versions of the same assessment, including in the context of international assessment where cros...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1080/0969594X.2016.1218323

Authors


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Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
More by this author
Institution:
University of Oxford
Oxford college:
St Anne's College
Role:
Author
Publisher:
Routledge
Journal:
Assessment in Education: Principles, Policy and Practice More from this journal
Volume:
23
Issue:
4
Pages:
427-455
Publication date:
2016-08-25
Acceptance date:
2016-07-24
DOI:
EISSN:
1465-329X
ISSN:
0969-594X
Language:
English
Keywords:
Pubs id:
pubs:635368
UUID:
uuid:1d110345-46ce-4408-9c46-2af139319578
Local pid:
pubs:635368
Source identifiers:
635368
Deposit date:
2016-08-03

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