Measurement Invariance in International Large‐scale Assessments

Desa, Deana; Vijver, Fons J. R. van de; Carstens, Ralph; Schulz, Wolfram

doi:10.1002/9781118884997.ch40

Cited by 3 publications

(3 citation statements)

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“…Another important issue in analysing ILSA data is measurement invariance for analyses comparing multiple countries (Desa et al, 2018;Meuleman et al, 2022;Rutkowski & Svetina, 2014). In our sample, we had a total of 140 studies that included multiple countries, of which only a small number tested for measurement invariance (n = 24) or reported the level of measurement invariance made available in the TALIS technical report (n = 8).…”

Section: Methods and Study Designmentioning

confidence: 99%

“…It is worth mentioning that TALIS was the first international large-scale study in education that reported levels of measurement invariance for latent constructs in the final data release. Invariance of measurement and structural models is frequently tested and achieved through different approaches such as multigroup confirmatory factor analysis, multigroup structural equation modelling, alignment method or the Bayesian approach (Desa et al, 2018;He et al, 2022;Leitgöb et al, 2023). No valid comparisons can be made without first ensuring invariant measures, making this step a crucial part of studies that aim to compare results across multiple groups.…”

Section: Methodological Issues Of Specific Relevance For Analysing Ta...mentioning

confidence: 99%

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A systematic literature review of TALIS secondary research: Trends and future directions

Veletić,

Mejía‐Rodríguez,

Olsen

2024

Review of Education

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The Teaching and Learning International Survey (TALIS) collects data from representative samples of teachers and principals across the world about their practices and work conditions, school and classroom contexts, and attitudes, motivation, and satisfaction with their profession and jobs. Given the growth of participating countries, the number of constructs assessed, and the volume of publications based on secondary analyses of the freely available data, it is reasonable to claim that TALIS represents one of the major data sources in the field of international educational research. This study provides a systematic literature review of secondary analyses of TALIS data, summarising the past 15 years of TALIS research. The review includes a synthesis of 238 peer‐reviewed journal articles, providing bibliographical information about articles as well as the scope and impact of analysis of TALIS data across time, countries, and populations. Moreover, the article summarises information about the most prevalent research themes that have been investigated. The findings highlight the importance of TALIS data in the broader educational research scope, emphasising themes such as teacher characteristics, and teacher professional practices. Lastly, the review provides insights into methodological approaches to study and analyse TALIS data and calls for more caution in analysing complex survey data with respect to how clustering and multigroup design are handled.

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Section: Methods and Study Designmentioning

confidence: 99%

Section: Methodological Issues Of Specific Relevance For Analysing Ta...mentioning

confidence: 99%

A systematic literature review of TALIS secondary research: Trends and future directions

Veletić,

Mejía‐Rodríguez,

Olsen

2024

Review of Education

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“…A variety of factors may affect the comparability of questionnaire response data in cross-national studies, and the formats typically used to gauge respondents' attitudes or perceptions may not always consistently measure respondents' perceptions and beliefs across the different languages and cultures (see, e.g., Byrne and van de Vijver 2010; Desa et al 2018;Heine et al 2002;van de Gaer et al 2012;Van de Vijver et al 2019). With this in mind, international studies have started to build in reviews of measurement invariance during the development stage (see, e.g., Schulz 2009;Schulz and Fraillon 2011).…”

Section: Development Procedures Process and Quality Managementmentioning

confidence: 99%

Questionnaire Development in International Large-Scale Assessment Studies

Schulz

Carstens²

2020

IEA Research for Education

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Questionnaires are a crucial part of international large-scale studies of educational achievement, such as the International Association for the Evaluation of Educational Achievement (IEA) studies on mathematics, science, reading, computer and information literacy, and civic and citizenship education. Building on IEA's well-established technical standards, this chapter provides an overview of the purpose of this type of instrument, approaches to its development, and the evolving challenges in this area. While large-scale assessment studies have traditionally employed questionnaires to gather contextual information to explain variation in the respective outcome variables of interest, over time there has been a shift toward also collecting information and reports on students' attitudes, dispositions, or behaviors as outcome measures. More recently, development of alternative item formats and approaches have further increased the reliability, validity, and comparability within and across education systems. Approaches to questionnaire purpose and design can vary and instrument can be targeted to different groups and populations. Contextual information has to be collected across highly diverse educational systems creating issues regarding cross-national validity. The challenges of maximizing measurement invariance across highly diverse national contexts and the opportunities provided by a computer-based delivery may lead to future changes and improvements in the approach to questionnaire development.

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