Resumo

MURI, Andriele Ferreira; SOARES, Tufi Machado  e  BONAMINO, Alicia. Differential functioning of PISA science items in Brazil and Japan. Est. Aval. Educ. [online]. 2017, vol.28, n.68, pp.538-570.  Epub 09-Out-2025. ISSN 1984-932X.  https://doi.org/10.18222/eae.v28i68.4584.

The Programme for International Student Assessment (PISA) is an international comparative assessment program applied to samples of 15-year-old students. Together with other countries, Brazil and Japan have participated in this program since its first edition in 2000. DIF (Differential Item Functioning) analysis was used to identify factors that could explain performance differences in scientific literacy between Brazilian and Japanese students, in the 2006 edition. Based on the test results, this analysis showed patterns of differentiated effects. To identify the items that showed differential functioning between Brazil and Japan, we used the Bayesian integrated model. In addition to confirming this occurrence, this model may also explain the DIF. DIF was found in all covariates selected. However, differential functioning did not always favor either of the two countries. There are competencies that discriminate more against the Brazilian students and areas of application of the items that sometimes were easier for Brazilian and sometimes for Japanese students.

Palavras-chave : Differential Item Functioning - DIFF; PISA; Scientific Literacy; Sciences.

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