<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032017000200068</article-id>
<article-id pub-id-type="doi">10.15517/aie.v17i1.28661</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[DIF in Spanish and Mathematics from Costa Rica&#8217;s national tests in reported students with ADHD]]></article-title>
<article-title xml:lang="es"><![CDATA[Funcionamiento diferencial del ítem en pruebas de español y matemática en estudiantes reportados con TDAH]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montero-Rojas]]></surname>
<given-names><![CDATA[Eiliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira-Mora]]></surname>
<given-names><![CDATA[Tania Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica Instituto de Investigaciones Psicológicas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>CR</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>CR</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>68</fpage>
<lpage>89</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032017000200068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032017000200068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032017000200068&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:The detection of differential item functioning (DIF) is fundamental to ensure instruments&#8217; invariance, and, therefore, a better estimate of the construct being measured across the different groups of examinees. The purpose of this research was to provide substantive hypothesizes related to possible sources of DIF, comparing students reported with accommodations for ADHD (focal group) and students with no accommodations (reference group), using the Standardized-P Difference and the Mantel Haenszel (MH) methods. Data from the Costa Rican national high school exit tests in Spanish and Math, from the year 2004, in public schools, were analyzed. First, these two methods were used to detect items with DIF, and then, using a more qualitative approach, drew hypotheses related to possible sources of DIF. Some degree of agreement was verified between the two different empirical methods, being Mantel-Haenszel more sensitive. In the Spanish test, DIF was hypothesized to be caused by the length and wording of the options, and the literary and non-literary texts in the stem. In Math, possible sources of DIF involved vocabulary, wording, the transition of verbal to mathematical language, the visuospatial item organization, and the drawing of graphs and geometrical figures. At the methodological level, complementing the statistical analyses with the judges&#8217; criteria was helpful to identify possible sources of irrelevant variance in the construct measured by these tests. The hypotheses must be interpreted with caution, though, since the number of items detected as exhibiting DIF was relatively small.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:La detección del funcionamiento diferencial del ítem (FDI) es fundamental para garantizar instrumentos invariantes y una mejor estimación del constructo en los diferentes grupos de examinados. El propósito de esta investigación fue proveer hipótesis sustantivas sobre posibles fuentes de FDI, comparando estudiantes reportados con el trastorno de déficit atencional con hiperactividad (TDAH, grupo focal) y estudiantes sin esas características (grupo de referencia). Se usaron los métodos de la diferencia p estandarizada y Mantel- Haenszel para identificar los ítems con FDI en las pruebas de bachillerato de español y matemática aplicadas en el año 2004 en colegios públicos académicos de Costa Rica. Luego, usando un enfoque más cualitativo, se generaron hipótesis sobre sus posibles fuentes. Hubo cierto grado de concordancia entre ambos métodos, siendo el de Mantel-Haenszel más sensible. En la prueba de español se encontró evidencias para apoyar la hipótesis de que la extensión y la redacción de las opciones y los textos literarios y no literarios incluidos en el encabezado pueden ser causas de FDI. En matemática se encontró que el vocabulario, la redacción, la transición del lenguaje verbal al matemático, la organización viso espacial del ítem y el dibujo de gráficas o figuras geométricas pueden ser causas de FDI. A un nivel metodológico, el complementar los análisis estadísticos con el criterio de jueces fue útil para la identificación de posibles fuentes de variancia irrelevante al constructo medido por estas pruebas. Las hipótesis deben ser tomadas con cautela, ya que el número de ítems detectados con FDI fue relativamente pequeño.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[DIF]]></kwd>
<kwd lng="en"><![CDATA[validity]]></kwd>
<kwd lng="en"><![CDATA[testing accommodations]]></kwd>
<kwd lng="en"><![CDATA[adhd]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[language.]]></kwd>
<kwd lng="es"><![CDATA[DIF]]></kwd>
<kwd lng="es"><![CDATA[validez]]></kwd>
<kwd lng="es"><![CDATA[adecuaciones]]></kwd>
<kwd lng="es"><![CDATA[TDAH]]></kwd>
<kwd lng="es"><![CDATA[matemática]]></kwd>
<kwd lng="es"><![CDATA[español.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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