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groups (different gender, cultural background, etc.) have different probabilities of responding correctly to a test item despite having the same skill levels. It is important that tests or items do not have bias in order to ensure the accuracy of decisions taken according to test scores. Thus, items should be tested for bias during the process of test development and adaptation. Items used in testing programs, such as the Program for International Student Assessment (PISA) study, whose results are  inform educational  policies throughout the participating countries, should be reviewed for bias. The study examines whether items of the 2006 PISA science literacy test, applied in Turkey, show bias. Purpose of the Study: The aim of this study is  to analyze  the measurement equality of the PISA science literacy test of 2006 in Turkish and American groups in terms of structural invariance and  also determined whether the science literacy items show inter-cultural bias.

A Study on Detecting of Differential Item Functioning of PISA 2006 Science Literacy Items in Turkish and American Samples