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| Abstract: |
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When mathematics tasks are used in multilanguage assessments, it is necessary that the task versions in the different languages are equivalent. The purpose of this study is to deepen the knowledge on different aspects of equivalence for mathematics tasks in multilanguage assessment. We analyze mathematics tasks from PISA 2012 given to students in English, German, and Swedish. To measure formal equivalence, we examine three linguistic features of the task texts and compare between language versions. To measure functional equivalence, a Differential Item Functioning (DIF) analysis is conducted. In addition, we examine statistically if there is a relation between DIF and the differences regarding linguistic features. The results show that there is both DIF and differences regarding the linguistic features between different language versions for several PISA tasks. However, we found no statistical relation between the two phenomena.
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Magnus Österholm
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Umeå University
Umeå School of Education
Faculty of Science and
Technology
Department of Science
and Mathematics Education
Umeå Mathematics
Education Research Centre
Mid Sweden University
Faculty of Science,
Technology and Media
Department of Engineering,
Mathematics and Science
Education
Monash University
Faculty of Education
Linköping University
The Institute of Technology
Department of Mathematics
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