The eTIMSS and TIMSS Measurement Invariance Study: Multigroup Factor Analyses and Differential Item Functioning Analyses with the 2019 Cycle-Reference-Cited by-同舟云学术

The eTIMSS and TIMSS Measurement Invariance Study: Multigroup Factor Analyses and Differential Item Functioning Analyses with the 2019 Cycle

Published:2024-06-30 Issue:2 Volume:15 Page:94-119
ISSN:1309-6575
Container-title:Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi
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Author:

Yalçınkaya Murat¹^ORCID,Atılgan Hakan²^ORCID,Daşçıoğlu Selim³^ORCID,Aydın Burak⁴^ORCID

Affiliation:

1. EGE ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, EĞİTİMDE ÖLÇME VE DEĞERLENDİRME (YL) (TEZLİ)

2. EGE UNIVERSITY, FACULTY OF EDUCATION, DEPARTMENT OF EDUCATIONAL SCIENCES, DEPARTMENT OF TEST AND ASSESSMENT IN EDUCATION

3. EGE ÜNİVERSİTESİ, SOSYAL BİLİMLER ENSTİTÜSÜ, EĞİTİMDE ÖLÇME VE DEĞERLENDİRME (YL) (TEZLİ)

4. EGE UNIVERSITY, FACULTY OF EDUCATION, DEPARTMENT OF PRIMARY SCHOOL, DEPARTMENT OF SURVEYING AND ASSESSMENT

Abstract

In this study, measurement invariance and differential item functioning (DIF) studies of the TIMSS 2019 4th and 8th-grade mathematics and science achievement tests were conducted for the country groups participating in both TIMSS and eTIMSS. The study sample consisted of 9560 responders of the first booklet of the 2019 cycle. Multiple Group Confirmatory Factor Analysis (MGCFA) was utilized to test measurement invariance, and Mantel-Haenszel (MH), Logistic Regression (LR), and SIBTEST were used for the DIF analyses. The measurement invariance results indicated strict invariance between groups for all tests which included 111 items in total. In the DIF analyses, for the 4th and 8th-grade mathematics tests, only three items showed moderate DIF with MH, and four items showed DIF with SIBTEST. For the 4th-grade science test, one item showed moderate DIF with both MH and SIBTEST. However, in the 8th-grade science test, no items showed DIF with MH and LR methods, while four items showed moderate DIF with SIBTEST. Overall, MH and SIBTEST techniques were in agreement, whereas LR method produced inconsistent results and showed disagreement with these two methods. The results of the measurement invariance analysis and the LR method were consistent and indicated equivalency of TIMSS and e-TIMSS scores.

Publisher

Egitimde ve Psikolojide Olcme ve Degerlendirme Dergisi

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