Assessment of the Measurement Equivalence of a Spanish Translation of the 16PF Questionnaire

The differential functioning of items and tests (DFIT) framework was used to examine the measurement equivalence of a Spanish translation of the Sixteen Personality Factor (16PF) Questionnaire. The questionnaire was administered in English to English-speaking Anglo-Americans and English-dominant His...

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Bibliographic Details
Published in:Educational and psychological measurement 2000-10, Vol.60 (5), p.787-807
Main Authors: Ellis, Barbara B., Mead, Alan D.
Format: Article
Language:English
Subjects:
Adults
Biological and medical sciences
Cognitive Ability
Cognitive Tests
College Students
Cubans
Cultural Differences
Fundamental and applied biological sciences. Psychology
Higher Education
Hispanic American Students
Hispanic Americans
Inferences
Item Bias
Item Response Theory
Job Satisfaction
Measurement
Measurement Techniques
Mexican Americans
Personality. Affectivity
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychometrics
Questionnaires
Reference Groups
Sixteen Personality Factor Questionnaire
Spanish
Spanish language
Test Format
Test Items
Test Theory
Test Validity
Translation
Translations
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Summary:The differential functioning of items and tests (DFIT) framework was used to examine the measurement equivalence of a Spanish translation of the Sixteen Personality Factor (16PF) Questionnaire. The questionnaire was administered in English to English-speaking Anglo-Americans and English-dominant Hispanic Americans and in Spanish to Spanish-dominant Hispanic Americans and Spanish-speaking Mexican nationals. As expected, the compensatory differential item functioning/differential test functioning (CDIF/DTF) procedure, which accounts for CDIF at the scale level, flagged fewer items as differential functioning than did the noncompensatory differential item functioning (NCDIF) procedure. Results did not support the hypothesis that DIF would be greatest in the Anglo versus Spanish-speaker comparison followed by the Hispanic versus Spanish-speaker comparison and least in the Anglo versus Hispanic comparison. Advantages of using the DFIT framework in assessing test translations, especially for test developers, are discussed.
ISSN:0013-1644
1552-3888
DOI:10.1177/00131640021970781