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1 Journal of Educational Measurement & Evaluation Studies Vol. 7, No. 9, Autumn !396 ()*!9!"#$% 96/03/27 : 95/07/2 : (DTF) (DIF) $ % & " # "! * * 2 **. 6 "45 *** )8 7 **** 9 ***** <)#; : ()#* D => % <A) )B #C > 5 MNB (DTF) < / (DIF) F G# HC IG!. =). $#!H%R* =)?. O%.D P #Q </F < N D2? %<.D <) >C %< #2? DTF/DIF %>C CDC A) T* < S# :) ;B DIF YZ.[;# 7 :B X. 390 B 387 %. $# IRT #N >) DTF :#2? < PQB % < %H*. 4 7!M# \ C <A T)# a. 2 _C7 #2% (EF<0/000) (S ^ #2? DIF =e %. Cf ) df Y? DN2 <NX % 4 b c DN2 C % A) %DG9X < (? C <A DTF PQB %#).#2% DTF G % < )!D C <!D2? MNB DTF/DIF!</F G# HC :")+,- >C!hA %<!</F.D? AC i Hj < D) 7 H%R* =). :k2 2)) X ha #B l5 < >A )# * (mgramipour@yahoo.com X ha! bbqb C ** )N\N\ 95 ha Hj # #C ja *** X ha! bbqb C **** AC i Hj < A%R* cc *****

2 7 7 ",() )8 AC i Hj < C >C bm( %< <2* <#X. <? ) C Hb!C ( <) h)>) )!X G95 # ha # <f D$ <# ) P>A =S DG.C DG >C <H =). (. C D <) < =)B"a #)f* >C a < B P Q# 2 )(% < ( D2?! G 4 ) =S C )%n# =)B"a >). :) <2* <#X < C P.7 < \ =) C \.D D % 2 D2? c < ) =).D $ $# CC <ha%r* <;#!#f %%. )( \ (< < _ % %< %< F ) %H%R*!P = %. <h H*!)%H%R* =S.(2000! 2 <2BN) D lj #B cb < < % ) :o=s=) (DIF 3 ) G# HC F #$ pd 2)b PG 2)b ( 4 C ) 4 < j< %R) C D < G# CC.(987!984! 6 h) n#( 5 q?) 2)b (D2? s9_) % < PC % qb C# r$b ((DTF 7 ) < 4# G % DTF %<. $# t G# HC C D$ <B =).D2 <2>) %. Validity 2. Embretson 3. Differential Item Functioning 4. Focal group 5. Reference 6. Drasgow 7. Differential Test Functioning

3 37... (DTF) (DIF)! ) (DTF) < %F I j -2 u(dif) F t - :# r$b.(980! 3 D) 2 <2#? udtf sdtf P< 4 C < I DTF 7 X %DA* HC!%i =).D #) B!D (IRT 5 ) F v* )4 #N C < PC %Q < o h# %) < G# sdtf >) =). NQ (df Cf D2? s9_) DQ? N D95 b!c q? O9#X =) M# udtf C 7!C "% ($) q? ) (DN_) C Dw =) sdtf $ )b.% <A $ ) DN_ D95 < O9#X )b C 7!D C # C M# \ q? C x G udtf b. C % xb Dw < DN_ M#hA "C# < PC C Dw H* )b %OQ D < B 0 = udtf %.D < Q < D72 $. %Q < D72! "% P> bg < %Q B P> )! udtf sdtf C DTF Ch%.D!D:SC % udtf sdtf Ch% -: %A D => )* h% -2uD $. ) :SC 2 )B PC DTF b!d7 =) b S ) :) < %Q!D m( udtf :SC sdtf C!D7 =) 2 # PC :) B C qg h)>) Ch% -3 u? )B o.x yb 8 z PG z? < % I j C DTF!D m( % udtf sdtf. Rudner 2. Getson 3. Knight 4. Omnibus test 5. Item Response Theory

4 7 7 ",() ! P2C! S) D l4 < %Q $B.(205 DTF >) N? )% DTF DIF < ynb (995) 2 <!?.D < DIF %H* q jb I j 4 C C la$ N? z N? DIF I #7 =). j < PC DTF < N? I DIF %H* b < I j D =>!N DIF < %H* :B:B < N? z DIF %H*? #N.% <A DTF % G ^{B DQB DTF > C _X < N? I D => PC C )j ( 4b.(2008! 3 %!<C!) B DTF!C "% #A % < %H* :B:B DN2 < % C )j ( )? z 4b. } 2! # < PC c % D %" B * u2005! 4 P) D %X )a %" B B[; Hb DTF 2>)!< )a % # 8 =S.(2006! 5 ~* «6 )f*nb» <!. =). %? < % h#2n % % %=h $B D2 "z5.(995! <!?) %X C!~9 < :) #N_ R)! )f*nb!d < $ R) C DTF/DIF < ) < R) =).D #B %< C D2 =) < DTF/DIF? O. =) 95.D ynb DIF %< %H* #Q PQB P7 >!< %H* )a -;AB I8 )#Q <;# MB DTF lw y!< DTF/DIF? =). j %<. Chalmers, Counsell & Flora 2. Raju, Van der Linden & Fleer 3. Flora, Curran, Hussong & Edwards 4. Russell 5. Pae & Park 6. Measurement invariance

5 39... (DTF) (DIF) H%R*! =).(392!R$2 *) D2 C < >C %< ) =) 4 ( 87 C )%< %H* C D <?!AC i Hj.C -;A!#2% D2? DN2 #N %i $# >C %< ) #lj # AC PX #A* :9C%)4!CB u393!@jr u392!nn7 u39!> u387! ) D DIF 4 <) >C%< )!(394! 394 5!<) u200! 7 B) D #h lj #A S!#2? 7 B.(39! u394!d79 u204! 2 h >C 2h ;B < < D2? MNB DIF (200) <%H*.437 C <A a.d# lj D C <A a!95.#2% D2? MNB DIF 2h <!<) H%R*.D ynb #2? DIF < #Q < %H* < < <? D2? MNB DIF (204) h C <A a.d!<ab ha 2h!#2% D2? MNB DIF <ab ha 2h < < %H* #Q PQB 7. :SC 2 DIF y ^ % C 7 DN2!#2% 2 l5 =6 C )%H* C <A =). < DN2 D; l5 =6 %H* < }BB D2? MNB DIF ( (39) (394) D79 :) ab C D 7 =).C C #C >C 2)b "#A% )* l5 < (392) ) MB X DTF <) <CB # lj )>) ) <H < > 5.D #h lj >C %< DTF %. Barati & Ahmadi 2. Amirian, Alavi & Fidalgo

6 7 7 ",() %< D2? MNB DIF ( 2?X %H%R* MNB DTF C DIF O9X?!cbm( DTF N2 < B =).D # lj D2? * P>B B B C DIF i DN2 < i! P2C! S) D O\ 7 B < =A* %#C C %a < D2? MNB DTF (20) *!_.(205? DIF C \ C <A <* 2h < QB (987) 2 C P#.D DTF < < =)!< %H* w# % %H* C <A (ACT 3 ) )>) TC < DIF #)h N? #A C )%H* B!dF Y? 8) < DIF (992) 4 Y)% <#C.) B<! BNQ %$B %D%N H; %H* C <A (SAT 5 ) QB # < #2% $2 ) )N)!2 M #Q C < = Hj DIF (2006) 6.#2% B< < 2)b <2* )(S %H* C\ C <A (PISA 7 ) <H < )#Q %7 PISA DIF C j# =) =e %.D 8) l5 = < (2008) 8 =).D #2 < =) %H* M# \ C <A (TIMSS 9 ) C <A =e % a.#2% D2? MNB DIF!S# % "2bB 2 \ sn)bb 2* #X <H < DIF %H* < < < 5 j DIF (20) 0 "C!D).D. Pearson Test of English Academic 2. Doolittle & Cleary 3. American College Testing 4. Carlton & Harris 5. Scholastic Aptitude Test 6. Le 7. Programme for International Student Assessment 8. Doudeen & Annabi 9. Trends in International Mathematics and Science Study 0. Aryadoust, Goh & Kim

7 4... (DTF) (DIF)!)B =)* o < %H* 2 C #) <ha 2h (2004) 2 C <)j!!).#2% Cf % C <A (TOEFL 3 ) l <<5 2h < DIF (2008) 4 ~*.C P 5 df % q$ TOEFL < =# j# =).C 2h < < < %H* DIF A%R* Y>5 ƒ! =# #Q P < DX n# as C ynb #2? DIF H* D # C < I! ƒh* < )X #Q C )%H* C <A!_.#2% (996) 5 =.C D) 7 < #Q C )%H* <A a.c 8) > 5 Hj D2? MNB DIF df Y? q$!? C k2 :) < C $>B 8) %< DIF? (2007) 6 hc <.C P 5.77 C <A a.c B )B ACcbm(!#2% D2? MNB DIF. < %H* 87 N sn)bb (995) 7. (S DIF < %< X X D2? MNB DIF!CB AC % sn)bb C <A.C % n![27 P ha < q$ % n %H* < q$ [27 %H*!%2)b )6 9C )B df Y? C % <A o8 j# =).D %#) j# =)!h). B [27 %a Cf Y?. Michigan English Language Assessment Battery listening test 2. Breland, Lee, Najarian & Muraki 3. Test of English as a Foreign Language 4. Park 5. Wang & Lane 6. Brown & Kanyongo 7. Berberoglu

8 7 7 ",() <2B* u98! 2 #*C u980! ) GB <ha%r* 2!# B )6 )B Cf Y? a C (976! 5 u984! 4 ) X B N? %5 j P_ [27 %a df Y? C 7 (990) 8 <#hb 989! 7 %!(967) 6 =% P_ <ha%r* X.%<A DN2 #Q %$B DIF G# %#) C b# lj < C AC ^ D => Cf df Y? DIF G# X $# T)#?B =). =S <b 7 =) #A8 D2? MNB DTF H%R* =) T)#!AC i Hj < >C %< < <" B Ah% 2 7 =) <;# B C B7 Hb =)?B. ) $ 2 AC PX < =)# C! ha a PQB <H >C #2 #X %* B D %< DTF/DIF b. H* =).(2006!~* *) # N? DN2 AC i Hj < >C%<) C D =) 87 < N (DTF/DIF) < F G# HC #2? % p#2% %.D I!i d7 C!O% 4 87 H%R* Q# %c < S# :) % % P xbqb? <. 390 B 387 >C A) % l B ;B [;# %c. [;# ;B %c A) % %c. Fennema 2. Carpenter 3. Pattison 4. Grieve 5. Wood 6. Husen 7. Hanna 8. Ethington

9 43... (DTF) (DIF) (H* 35) (H* 45) :)(!(H* 50) 8) c :P l5 (H* 35) (H* 50) D2) u 8) 30) % 5 ~ u2 l5 (H* 30) ujb (H* 20) A) DG9X (H* 20) 2jB )B DG9X!(H*.9X. < (H* 70) ;B 2h < % >C ( % :>$B D2? c % "j7 59\. 479 ()? # "F, "! D#E 5 DTF/DIF " @0 A&B () ) " H0 G ) jb % < ) jb % < ) jb % < ) jb % <

10 7 7 ",() < >) (DIF) < %H* G# HC -;AB. $# SPSS R (l difr (l %#2 a? :#2j < C }G l P >) =) BNQ %) n# - :D qb n# F (Mz ) D) v*!% D2? ha l -2 u (< PC ) =H* NG n# P B n#!l -3 ) D DN2 "#)h $# YZ. :#2j < <!< =). 2)b !df=2 C 2)b 2 7 7! <.C }CB df= DIF? $.. % % DIF < =) C 2 7!) D DN2 "#)h $# ( l <.D % % C ) % % DIF!2)b =).C 2)b 3 7 O9#X )b s.!dif R (l.(393!*) =e %. "% DIF ^ % t!) D %"#)h! S IRT )4 #N >) (DTF) < G# HC -;AB!95. $# R (l mirt (l #2 (205) P2C < :B!DTF/DIF > H* % PQB % H* >) (l % < :B<.(988! 2 : ()) D% fj I j -X!< ){B $# NOHARM 3 CB CB -X %G =h fj l A)!%G.D G # (2007! 4 % ) <;# aa*!5i < :B %<A NOHARM # -X T)#!D2; G fj I j - :C }BB =)! %< % fj -2 u 0/005 2 ) B:SC %< %. Binary 2. Fraser & McDonald 3. Tanaka & Tanaka 4. Finch & Habing

11 45... (DTF) (DIF) b -3 0/0 2 B:SC %< % G A) =h %< %!D ) D A -X :) C CB CB -X. 0/95 2 Bm( #2? DIF > :#2j < >) %#)! 390 jb l5 D2) c < H* :). ƒ 390 & N+O (, 7I L M3 K...!DNA %> B! > C %lc C )%#C \.? -4 % %-3 :B# DN2 Db < -2 % I h)? - CQ ")( -;AB h)? c <3H* :#2j < PQB T)#! 479(2)? C \< % < #A #7 df Y? C % <A!90 jb D2) D^ b =e %.(b= 0/76!P<0/0) < 3 H* D v* (b=0/083!p<0/0) D2) < PC (α= -3/35!P<0/0) :#2j <!< F 50 % q? < PC.D < \. 99 H. #C H* v* #7 < ^{B:#2j < D P>AB.D H* v* #7 lx %<A :#2j < ( D^ b I@0 /92 /087 0/044 R4 " 2 0/000 0/000 0/000 D&3, 2 5+B ) (2) ) 5 " )3 )8 275/ / /608 "4Q )0 0/0 0/00 0/07 )8 0/76 0/083-3/35 ( P D2? D2) PC D^ b 0/76 D2? ++ : %X ) o :#2j < l 7-3/35)]=D v* =< 3 H* P[(:D? PC 0/083 < PC

12 7 7 ",() bs %.D :#2j < %v* H*. %<A (3)?. #A G :#2j < #A < 3 H* %v* H* %v* D #2B :#2j < C % <A (3)?.C H* < 3 H* 2 5+B ) D&3, "!K ")58S (3) ) ()7 K 3 K ()7 ()!$ )T VK +U VK 99/ U VK 3 K 8/ VK 87/4 K W )T D2? n# MB H* Y) b.9x (4)? =e %.% <A < PC 2 5+B 3 K VK K " D&3, ) 5TXQ (4) ) `#+,0 ] ^I_ W \ ] ^I_ Z AI[3-2 )8 0/5 0/ /554 c < 3 H* v* #7. 7 C % <A (4)? T)# $B. H* D2) < PC D2? n# MB D2) =NB })8 P YCC =NB })8 C D =) (4)? 479 =NB })8.D? < =NB b ~> })8 : D N5 87 _ ( 7 ) #) H%C NQ + -2/904 )]=D v* =< 3 H* [P(D? :#) H%C 0/083 < PC < D2? n# (7 ) #) H%C 479 C \< % D; "#)h (-2) b.d lj NQ Of7 :#2j "C < PC D; "#)h (-2) b C D 78274/977 #) H%C H* % % DIF %<A? 2 b =)!) D 272/423 b c 3 H* =).D l.:) B:SC t. D2? DN2 90 jb l5 D2)

13 47... (DTF) (DIF) /238 /09 0/997 0/04 R4 " 2 0/000 0/000 0/0 0/000 D&3, 3 5+B ) (5) ) 5 " )3 )8 36/ /479 6/ /72 )0 "4Q 0/08 0/002 0/00 0/026 )8 0/23 0/087-0/003-3/86 ( P D2? PC D2) < D2? PC < D^ b n# =# 4 l 7! 479(5)? C \< %!h) v* < #A #7 D2? C % <A :#2j < PQB T)#!P B :#2j < D^ b.(b= 0/23!p<0/0) < 3 H* D!< \. 99 H (b= 0/087!P<0/0) < PC (α= -3/86!P<0/0) : %X ) o :#2j <.D PC +0/23 D2?+ -3/86)]= D v* =< 3 H*[P(:D? PC PC < 0/003D2?-0/087 < 3 H* D v* #7 D? C D =) r % % DIF D v* D; "#)h < PC D2? P B ^{B D N5 < H* D v* #7 < PC D2? ^{B C 7 < 3 H*.D #C. bs %.D :#2j < %v* H*. %<A (6)?. #A G :#2j <! #A < 3 H* %v* H* %v* D #2B :#2j < C % <A (6)?.C H* D2) c 3 H* N 5+B D&3, ) ()7 K )T 3 K VK +U VK 99/ / /4 "!K ")58S (6) ) ()7 ()!$ +U VK 3 K VK K W )T

14 7 7 ",() D2? n# MB H* Y) b.9x (7)? =e %.% <A D2) c < PC D2? P B 8) c < PC L 3 K VK K " N 5+B D&3, ) 5TXQ (7) ) 7I `#+,0 ] ^I_ 0/5 W \ ] ^I_ 0/062 Z AI[3-2 ) /56 v* #7. 7 ( l 7 C % <A (7)? T)# P B D2) c PC D2? n# MB D2) c < 3 H*. H* =) >C D2) c3h* % % DIF #) H%C NQ : D N jb -3/35)]=D v* =< 3 H*P[(D? :(2 7) #) H%C 0/083< PC +0/76D2?+ PC D2? P B n# % % DIF #) H%C 479 C \< % (-2) b.d lj NQ Of7 :#2j < < "#)h (-2) b C D278002/554 #) H%C D; "#)h b!? 2 b =).) D 3/398 b "C < PC D;.D2 < 3 H* % % DIF < <A.D D2? :>$B (ICC ) H* R) %Q %<A () 3 K " D#E (ICC) K,bI "!a 390 7I. Item Characteristic Curve

15 49... (DTF) (DIF) 2 q? DN2 (df D2?) C 479 () C \< % v* #A #7 ()B w o (?) )B % ) 7 B =) ~> R 2 #N DIF ^!=e %. H* D. bb z PG (S 2 C 0/000 # C H* % % DIF % < PQB >) #N DIF PQB T)# ) >C%<%H* ) D DN2 < c %< %H* X!( LRT 3 <!P>0/05) <A % % DIF!) D DN2 < c! }27 %c %< < Š C( LRT >4!P<0/05). 479 (8)? (0/05 t ) < ( % ^B 5234 "!L "! "F, "! DIF "!K )T )2 (8) ). < M# ( % M# <. B. B. B. B. B c/n\ 4/00 7 6/ / / / ) 8) 4/69 7/ / / / 5 :)( 3/57 4/ 75 7/ 4 6 / / 29 5 / 43 4 :)( 6/8 4/5 7/ D2) l5 7/86 6/ 25 4/ / jb 5/83 5/ 83 4/ / / / 33 4 l5 2 2/92 7/ 5 2/ ~ % %. Focal 2. References 3. Item Characteristic

16 7 7 ",() < M# ( % M# <. B. B. B. B. B c/n\ DG9X 7/5 / )B 2jB 23/75 4/ DG9X A) 2/4 2/ 4 8/ / / / h < ;B < 4/32 8/ 82 2/ 74 2/ 90 2/ 7 }27 M#. <A df ) Cf Y? 5 DIF %. B ( (9)?.% "! ^B H0 G 5+O DIF "! )T )2 (9) ) "F, "F, "! )T )2 )T )2 )T )2 )T )2 )T )2 /L /+S (, 2/50 / Cf 8) /50 5/ df 6/ 2/ 75 3/ / 5 Cf 8) :)( /67 5/ 25 8/ / df :)( 7/86 2/ 75 2/ 86 / / 7 2 / 43 4 Cf 5/72 2 4/ / df 7/50 3/ Cf D2) 7 3/ df l5 3/57 4/ 75 2/ 86 4/ / Cf jb 4/29 / 50 / / df 2/50 3/ / / / 33 4 Cf l5 3/ / df 2 3/38 6/ / 67 2 Cf 5 ~ % 4/7 / 25 3/ / 33 df %

17 5... (DTF) (DIF) "F, "! )T )2 )T )2 )T )2 )T )2 )T )2 /L /+S (, 2/50 0/ Cf DG9X )B df 2jB Cf DG9X 23/75 4/ df A) 7/86 5/ 50 5/ 7 4 4/ / / 86 9 Cf 2h < < 4/29 3 4/ / 4 5 5/ df ;B!:)( 8) 479 (9 8) %? C \< % 88 % DN % df Y? 5 DIF %H* Š 8) c df Y? 5 DIF Š C D 7 =).D #A 89 % ) DN2 87 :)( < DIF %H* Š.D aa #A C Cf Y? 5 DIF %H* C 7!D # C < ( DIF %H*. =)#A DN2 90 :)( <!95.D Y? 5 DIF %H* Š C \!D Cf df Y? % 5 DIF %H*!:)( 8) <.D #A C df :)( < C C %A<BM# \.D Cf Y? 5 #A C #A DIF %H* %c ) 2)b =) :)( 8) %< DIF %H*.D. 479 (2)

18 7 7 ",() ٢۵ ٢٠ ١۵ ١٠ ۵ 8) :)( ٠ DIF _I (, 5234 "! DIF " "!K )T df Y? DN2 D2) < %H* X!jB l5 N ( =) c.d DIF Cf Y? DN2 X M# \ < DIF %H* Š! :)( 8) DIF %H* Š %<A (3).D #A D2) c.d jb l5 %c ٢۵ ٢٠ ١۵ ١٠ ۵ D2) ٠ & N+O (, 5234 "!L DIF "!K )T

19 53... (DTF) (DIF) DIF %H* C % <A 2 l5 < PQB H)( 90 B 87 a Š C 7!C P 5 df Y? q$. 479 (4) =S.D ٢۵ ٢٠ ١۵ ١٠ ۵ ٠ ٨٧ ٨٨ ٨٩ ٩٠ 00 N+O (, DIF "!K )T C }BB =)!D % < =)#A C % <A (4) )B DG9X % 5 ~ %c DIF %H* Š =)# C DIF %H* Š =)#A 7 =5? (. 7/50) 2jB =).D A) DG9X c < = % ( (. 23/75).C P 5 df Y? 5 DIF %H* aa \ c ۴٠ ٣۵ ٣٠ ٢۵ ٢٠ ١۵ ١٠ ۵ ٠ ٨٧ ٨٨ ٨٩ ٩٠! (, 66Z "! % 5 ~ )B DG9X 2jB A) DG9X DIF " "! c0

20 7 7 ",() =)# C < ;B < < C%<A(6) lj 90 B 88 DIF %H* Š C 7!D DIF %H* Š.D # ( ٢٠ ١۵ ١٠ ۵ 2h < ;B ٠ ٨٧ ٨٨ ٨٩ ٩٠ (, 66Z DIF "!K c0 (?!< ;B < c C ) <B (9)? =e % %H* X % )!C P 5 Cf Y? 5 %H* C 87.C P 5 Cf Y? 5 X df Y? 5 DIF A) DG9X c < z C <A DTF PQB T)#!lj )b C \!#2% #2? DTF G %< )!% z 0/06 # C a NQ udtf )b sdtf x G A) DG9X < #2? DTF %<A (7).(P>0/05).D! (, $I@0 XQ L " DTF

21 55... (DTF) (DIF) =3/34 sdtf=-3/2 P A) DG9X < DTF NQ )b q? lx 3 7 < =) C%<A (7).D udtf D2? MNB DTF N $. =).C \ (Cf Y?) ) (7) C \< % =e %.(P<0/0) A) DG9X < Y? DN2 A) DG9X < )B w 2 o!. %A t < B=)* )B =) = df NQ. 6 DTF b =) # ^ b #N. ) «"C» 7 <e % ",5&0 Ha?!D )f*[#?!cbm( %< DIF %H*? =).(2006!) D2 < %H* s( DIF %H* c >C D < %H* DIF PQB!? DIF? ) ud 8 2 (% n# =)B <5) D2? ^{B <2* <#X < < $ $. D2? MNB H%C D2? #N H)( < C % DG f.% %H*. 4 7 C \ C % <A H%R* =) %#) DIF 90 B 87 % >C ;B %< C Š.#2% (S 2 %H* =) NQ DIF #N.#2% (2008) =) %#) sn)bb < DIF %H* > DG9X c < z =e %. ; % (2007) hc < 7! #2? DTF < %< )!% A) Š =)!C \. ) «"C» ( c =) < DTF C #2? N ha ) 7 B B DTF DIF R). >C %< s( D2? MNB DTF/ DIF C \< % D lw DTF/ DIF? < H* )!D2 #2?

22 7 7 ",() N ) )a 6G =).(999! N) D2 C %# C =). P>AB 58 ;B %# C!D2? MNB c < #2) >C %c <# <;# =B 2 B 6 P Hj -;# :) N% C < <;# P (;B #2? 6G. %. D)% %H* DIF ^ DIF y %#)? < %H* #2) jb xb <( 4 C < %H* #Q YZ < I8 <;# < < ) <2* <#X. %~9 >) <5 A%R* A* lj D G G.D G <;# 4 < %H* 6G >C % A) DG9X c < DTF DIF _ \ c DIF C % S# 203 H*!390 :D o ).! Cf.D e 2* :) i(! <# #2 " =) -203 <? D N\ (4 r$b :) (3 ~X (2 $ ( <;# "5) Cf I8 <;# $C %6G c C Š -;AB T)#. df Y? 5 ( ) < I8 %# C 6G ;B %c DIF %H*. 479 (0)? "!5@ d 5 66Z "!L e_ f6z DIF "!K ", c0 (0) ) )T "F, "! )T )2 )T )2 )T )2 )T )2 )T )2 (, L /+S (, 2/73 / 5 3/ / 82 5/ ) 8) 2/68 3/89 / 75 6/ / 22 4/ / 22 :)( :)( /43 0/ 5 2/ / /68 2/ 50 / D2). Zumbo

23 57... (DTF) (DIF) )T "F, "! )T )2 )T )2 )T )2 )T )2 )T )2 (, L /+S (, 2/ / 7 2 2/ 86 2/ 86 l5 jb /67 / 67 0/ 5 3/ 33 3/ l ~ % / DG9X )B 2jB % XQ $I@0 2/4 2/ 4 / 5 / 43 / 43 2/ / h < ;B < 2/22 2/ 99 / 97 / 88 2/ 04 }27 M#. %# C 6G c! 479 (0)? C \< % %< DIF %H*. 2 7 M# \ ;B (S :SC 2 ^ %?B C >C #A %H*!:)( 8).D?B PG! D C v* NQ C )%H* 4.C P 5 Cf Y? q$ j# =).C P 5 Cf Y? q$! #A P7 )a (992) Y)% <#C (2006) =)!(987) C P# %#) < v* C )%H* C j# =) ( a! ; % a.c P 5 #X < H 8!D # %N% H q$ (? ) %H* C j# =) =e % -;AB %H* Š =e %.C P 5 Cf < :)( 8) [;# %c ) DN2 c < )#Q P)w! (%< % H* 2aB C \!D # C

24 7 7 ",() %H* Š C 7 =).# df Y? DN2!Cfr. #A c Cf Y? 5 DIF =) h) (0)? -;AB %H* Š =e % 2 l5 jb l5 % };# %c %H* C D %H* =) )h;* C 4.C P 5 df Y? q$ #A %#) 7 B j# =). ) 47 #A h#2 <A C ; % )%H%R* #) =) =e %. ; % (2008) [#?! Y)B "%$ ) C )%H* df <H % #a > 5.!j "%$?B AS >$B.(993! 3 <#C Y)% 994! 2 2 Cw u998! Cw)!<;# # C 6G c! 479 (0)? C \< % % 2jB )B DG9X % 5 ~ %c %< %H*!A) DG9X c <.A D) H* % =) <NX # C $C 4 c.c P 5 df Y? 5 #Q C =) B < =) DTF DIF #7 P! Cf Y? [jb #A!< =) C \ c =) %H* Bc!Cf Y? H* D C =)!D }#.D * PG #A a G jb < %<A!2h < c <;# # C QB %#)!lj df Y? q$ #A 5 #? l5 #Q C %H* C P 5 Cf Y? q$ #A D; l5 #Q C %H*. ; % (204) 4 h 5!<) %#) j# =).C (993) 5 :*: P (992) Y)% <#C %#) j# =) =e % %H* C j# =) ( a C ; % Da? =).C P 5 df Y? q$ 5(# "%$. Gallagher 2. Gallagher & DeLisi 3. Harries & Carlton 4. Amirian, Alavi & Fidalgo 5. O'Neill & McPeek

25 59... (DTF) (DIF) MNB DTF DIF C %Dw 87 %#) =). AC i Hj < >C D2? D 59\ >C % > 5 D2? ^{B Cf ) df Y? DN2 D => C )%H* )#Q %R) = B =). -;A!C P 5 ((S "C X <( #7) $z %R) = B a <( DTF %< DIF %H* Š xbq!87 H%R* C D )%O%?! %H* )#Q. 59\ =# 4 < C aa* ) %H%R* )#Q Q s. >C %H*!D2? MNB DIF y!h%r* =) %#) P.7 T)# <NX MB $C. >) =S (990) TB H%!ah. 2)b DG9X < ab C <A H%R* %#) =e %.D C aa* DIF. DTF!D DIF %H* Š =)#A C A) D # lj < DTF DIF jb =)S S? - C D2 -;A %!(2003!N u2000! 2 j)#c wcb) =S >) C!D < DIF %H* CB ^{B < DTF < <B %! %A. 87 )* PQB t DIF n P DIF %H* < -2 ) " B DTF!DIF %H* -3 >) ) % <A DTF!< < C aa* =).D Pb#2 DTF DIF )!% <A N % (DTF) < G# HC < DIF %H*? C 4!#A % "j7 >C jb %.! >C % PQB. Engelhard, Hansche & Rutledge 2. Takala & Kaftandjieva

26 7 7 ",() P # >C wf j< %R).(39) NC!> C <)*.(IRT) v* F kb jb l5.(c <ab 7 9 ha! $# n? # C <.(39)! C <)*.< #2? = B )? %.)N\N\ 95 ha! c < j< %R).(394) 5!CB ha! C <)*.IRT )(S c D2).X qb <)ja QB DA* ^F P5.(392) N#j!NN7 )N#5 :>C B c < H* C!l5!A%R* o\.#aa a ha >C B. bbqb QB #(DIF) wf G# CC.(394)!D79 < (IRT) v*-f )4 C 93 #C (C # <.)N\N\ 95 ha! C <)*.:#2j l5 %)4 C 4 N.(393) 2!*. 5 < B A# :<ab.# HC %i.(392) 8 Q!R$2 2!* a? A# :<ab.d %< (DIF) F G#." DB 7!%hA )(S wf )B DG 2)b.(387) a!! C <)*.S v* -F % C.)N\N\ 95 ha < :)( H; j< %R) 2)b.(394) Q! C <)*.IRT % c ha.x ha!

27 6... (DTF) (DIF) %F G# CC PQB )f* 2)b Hj.(392) n.!) H = 2007 ( B "#A% )* l5 < (DTF) %~ (DIF).46-09!() 4!#B.>) <) <. =) c >C wf b.(393)!@jr.53-48!26!9 O i Amirian, S. M.R.; Alavi, S. M. & Fidalgo, A. M. (204). Analyzing Gender Differences with an English Proficiency Test in EFL Context. Iranian Journal of Language Testing. Aryadoust, V.; Goh, C. C. M. & Kim, L. O. (20). An investigation of differential item functioning in the MELAB listening test. Language Assessment Quarterly, 8 (4), Barati, H. & Ahmadi, A. R. (200). Gender-based DIF across the subject area: A study of the Iranian National University Entrance Exam. The Journal of Teaching Language Skills (JTLS), 2 (3), Berberoglu, G. (995). Differential item functioning (DIF) analysis of computation, word problem and geometry questions across gender and SES groups. Studies in Educational Evaluation, 2 (4), Breland, H.; Lee, Y. W.; Najarian, M. & Muraki, E. (2004). An analysis of the TOEFL CBT writing prompt difficulty and comparability of different gender groups (TOEFL Research Report No. 76). Princeton, NJ: Educational Testing Service. Brown, I. & Kanyongo, Y. (2007). Differential Item Functioning and male-female differences in a large-scale mathematics assessment in Trinidad and Tobago. Caribbean Curriculum, 4, Carlton, S. T. & Harris, A. M. (992). Characteristics associated with differential item functioning on the Scholastic Aptitude Test: Gender and majority/minority group comparisons. Princeton, NJ: Educational Testing Service. Chalmers, R. P.; Counsell, A. & Flora, D. B. (205). It might not make a big DIF: Improved. Differential Test Functioning statistics that account for sampling variability. Educational and Psychological Measurement, -27. Doolittle, A. E. & Cleary, T. A. (987). Gender-based differential item performance in mathematics achievement items. Journal of Educational Measurement, 24, Doudeen, Hamzah M. & Annabi, Hanan A. (2008). Sex-Related Differential Item Functioning (DIF) Analysis of TIMSS. Dirasat, Educational Sciences, Vol. 35.

28 7 7 ",() Drasgow, F. (984). Scrutinizing psychological tests: Measurement equivalence and equivalent relations with external variables are central issues. Psychological Bulletin, 95, Drasgow, F. (987). Study of the measurement bias of two standardized psychological tests. Journal of Applied Psychology, 72, Embretson, S. E. & Reise, S. P. (2000). Item response theory for psychologists. Mahwah, NJ: Lawrence Erlbaum Associates. Engelhard, G.; Hansche, L. & Rutledge, K. (990). Accuracy of bias review judges in identifying differential item functioning on teacher certification tests. Applied Measurement in Education, 3, Ethington. A. (990). Gender differences in mathematics: An international perspective. Journal for Research in Mathematics Education. 2 (), Fennema. E (980). Sex-related differences in mathematics achievement: Where and why. In Fox, L. H.; Brody, L. & Tobin, D. (Eds.). Women and the mathematic mystique, (pp ). Baltimore: Johns Hopkins University Press. Fennema. E. & Carpenter. T. P. (98). Sex-related differences in mathematics: Results from national assessment. Mathematics Teacher. 74, Finch, H. & Habing, B. (2007). Performance of DIMTEST- and NOHARM based statistics for testing unidimensionality. Applied Psychological Measurement, 3, Flora, D., Curran, P., Hussong, A., & Edwards, M. (2008). Incorporating measurement Nonequivalence in a cross-study latent growth curve analysis. Structural Equation Modeling, 5, Fraser, C., & McDonald, R. P. (988). NOHARM: Least squares item factor analysis. Multivariate Behavioral Research, 23, Gallagher, A. (998). Gender and antecedents of performance in mathematics testing. Teachers College Record, 00 (2), Gallagher, A. M., & DeLisi, R. (994). Gender differences in scholastic aptitude tests mathematics problem solving among highability students. Journal of Educational Psychology, 86, Hanna. G. (989). Mathematics achievement of girls and boys in grade eight: Results from twenty countries. Educational Studies in Mathematics, 20, Harries, A. & Carlton, S. (993). Patterns of gender difference on mathematics items on the scholastic aptitude test. Applied Measurement in Education, 6 (2), Husen, T. (967). International study of achievement in mathematics: A comparison of twelve countries. Vol.. Stockholm: Almqvist & Wiksell.

29 63... (DTF) (DIF) Innabi, H., & Dodeen, H. (2006). Content Analysis of Gender-related Differential Item Functioning of TIMSS Items in Mathematics in Jordan. School Science and Mathematics, 06 (8), Le, Luc T. (2006). Investigating gender differential item functioning across Countries and Test Languages for PISA science items. International Journal of Testing, 9, 2, O'Neill, K. A. & McPeek, W. M. (993). Item and test characteristics that are associated with differential item functioning. In Holland, P. W. & Wainer, H. (Eds.), Differential item functioning, (pp ). Hillsdale, N J: Lawrence Earlbaum. Pae, H. K. (20). Differential item functioning and unidimensionality in the Pearson Test of English Academic. Pae, T. & Park, G. P. (2006). Examining the relationship between differential item functioning and differential test functioning. Language testing, 23 (4), Park, G. P. (2008). Differential item functioning on an English listening test across gender. TESOL Quarterly, 42 (), Pattison. P. & Grieve, N. (984). Do spatial skills contribute to sex differences in different types of mathematical problems? Journal of Educational Psychology, 76 (4) Raju, N. S.; van der Linden, W. J. & Fleer, P. F. (995). IRT-based internal measures of differential functioning of items and tests. Applied Psychological Measurement, 9, Rudner, L.; Getson, P. & Knight, D. (980). Biased item detection techniques. Journal of Educational Statistics, 5, Russell, S. S. (2005). Estimates of Type I error and power for indices of differential bundle and test functioning. Ph.D. dissertation, Bowling Green State University, United States -- Ohio. Takala, S. & Kaftandjieva, F. (2000). Test fairness: A DIF analysis of an L2 vocabulary test. Language Testing, 7, Wang, N. & Lane, S. (996). Detection of gender-related differential item functioning in a mathematics performance assessment. Applied Measurement in Education, 9 (2), Wood, R. (976). Sex differences in mathematics attainment at GCE ordinary level. Educational Studies, Zumbo, B. D. (999). A Handbook on the Theory and Methods of Differential Item Functioning (DIF): Logistic Regression Modeling as a Unitary Framework for Binary and Likert-Type (Ordinal) Item Scores. Ottawa, ON: Directorate of Human Resources Research and Evaluation, Department of National Defense. Zumbo, B. (2003). Does item-level DIF manifest itself in scale-level analysis? Implications for translating language tests. Language Testing, 20,

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