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Linguistic sources of item bias for second generation immigrants in Dutch tests

Citogroep, Arnhem, Henny.Uiterwijk{at}citogroep.nl

Ton Vallen

Tilburg University

This article reports the first results of a long-term research project focusing on the detection and possible linguistic causes of differential item functioning (DIF) for second generation immigrant students in the Final Test of Primary Education in the Netherlands. The main aim of the project is to provide test constructors with information which is as detailed as possible about sources of DIF in order to help them avoid item bias in future forms of the test. The project was carried out in three steps. First, DIF items were identified using two statistical procedures: IRT and Mantel-Haenszel. The second stage was an investigation of sources of DIF, beginning with an inventory of subject matter elements which can cause difficulty for immigrant students, according to previous educational research. This was followed by a careful evaluation of DIF items by the researchers and by external experts, and a think-aloud experiment with students. At the third stage, judges decided whether each DIF item was biased and thus reduced the construct validity of the test. The article concentrates on the classification of linguistic sources of DIF and a consideration of whether they work to the advantage or disadvantage of immigrant students.

Language Testing, Vol. 22, No. 2, 211-234 (2005)
DOI: 10.1191/0265532205lt301oa


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