MEASUREMENT INVARIANCE OF TURKISH “CENTRAL EXAM FOR SECONDARY EDUCATION” BY SPECIFIC LEARNING DISABILITY

Ensuring measurement invariance for students with disabilities is critical fair in large-scale testing. Specific learning disability constitutes the largest group among groups. In this study, it was aimed to examine of Turkish Central Exam Secondary Education according whether or not have a specific disability. 994 diagnosed formed focus group, whilst 1,000 without any constituted reference group. Mantel Haenszel and Lord’s chi-square methods were used determine items each subtest showed Differential Item Functioning (DIF). addition, by applying Multigroup Confirmatory Factor Analysis, configural invariance, metric scalar strict subtests examined. The study’s findings proved that 34 90-item test indicated DIF both methods. Eleven show moderate five high DIF. Metric provided all subtests, factor loadings varied between