<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662016000401191</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis del funcionamiento diferencial de los ítems del Excale de Matemáticas para tercero de secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of Differential Functioning of the "Excale" Items of Ninth-Grade Mathematics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Medina]]></surname>
<given-names><![CDATA[Adán Moisés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Rizo]]></surname>
<given-names><![CDATA[Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cordero Arroyo]]></surname>
<given-names><![CDATA[Graciela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Baja California Instituto de Investigación y Desarrollo Educativo ]]></institution>
<addr-line><![CDATA[Ensenada Baja California]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Aguascalientes Departamento de Educación ]]></institution>
<addr-line><![CDATA[Aguascalientes Aguascalientes]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Baja California Instituto de Investigación y Desarrollo Educativo ]]></institution>
<addr-line><![CDATA[Ensenada Baja California]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>21</volume>
<numero>71</numero>
<fpage>1191</fpage>
<lpage>1220</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662016000401191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662016000401191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662016000401191&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta los resultados de un estudio de los ítems de la escala de matemáticas del Examen de la Calidad y el Logro Educativos, que se aplicó en 2012 a una muestra nacional de 27 mil 9 alumnos de tercero de secundaria en México. Se empleó un método de detección de Funcionamiento Diferencial de Ítems (DIF, por sus siglas en inglés), que parte del procedimiento original de Mantel-Haenszel con una modificación sustantiva basada en el modelo de Rasch. Se examinó la presencia de DIF a partir de dos ejes de análisis: sexo y nivel socioeconómico. De los 100 ítems de la escala de matemáticas ninguno fue identificado con DIF por sexo; en cambio, se diagnosticaron 18 con DIF severo por nivel socioeconómico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents the results of a study of the items from the mathematics scale of the "Examen de la Calidad y el Logro Educativos" ("Examination of Educational Attainment and Quality") that was given in 2012 to a national sample of 27,009 students in the third year of secondary school in Mexico. The method of detection involved Differential Item Functioning (DIF), starting with the original procedure of Mantel-Haenszel with a substantial modification based on the Rasch model. The presence of DIF was examined along two lines of analysis: gender and socioeconomic level. Out of the 100 items on the mathematics scale, none was identified with DIF because of gender; in contrast, 18 were diagnosed with a severe DIF due to socioeconomic level.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[validez]]></kwd>
<kwd lng="es"><![CDATA[instrumentos de evaluación]]></kwd>
<kwd lng="es"><![CDATA[evaluación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[análisis estadístico]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[validity]]></kwd>
<kwd lng="en"><![CDATA[instruments of evaluation]]></kwd>
<kwd lng="en"><![CDATA[evaluation of learning]]></kwd>
<kwd lng="en"><![CDATA[statistical analysis]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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