For a growing number of test translations, there is a need for equating that provides scores that can be used interchangeably for both source- and target-language forms, but basic equating requirements cannot usually be met in the cross-lingual case. The situation is more problematic in verbal tests, where translation has more impact on item…

Developed a method for evaluating cross-lingual equating and applied it to 12 forms of the Psychometric Entrance Test for admission to Israeli universities, a test translated from Hebrew into five languages. Discusses significance of the results and the differences between the two target-languages. (SLD)

Studied whether differential item functioning (DIF) in translated verbal items could be reduced or eliminated by revising these items. Results for six sections of an Israeli college admission test translated from Hebrew to Russian show that revisions can reduce DIF considerably. Discusses costs of the revision process. (SLD)

Focused on whether differential item functioning (DIF) is related to item type in translated test items and the causes of DIF using data from an Israeli college entrance test in Hebrew and a Russian translation. Results from 24,304 college applicants indicate that 34% of items functioned differently across items. (SLD)

When a test is translated from a source language to a target language, the result is generally not two psychometrically equivalent tests. If the sources of differential item functioning (DIF) across languages could be predicted, this could have important implications for test adaptations. This study examined item revision as a tool for improving…