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Investigation of Measurement Invariance of PISA 2015 Collaborative Problem Solving Skills: Turkey, Norway and Singapore
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Tekin, Yusuf Taner; Aktan, Derya Cobanoglu – International Journal of Assessment Tools in Education, 2021
The purpose of this research is to examine measurement invariance of collaborative problem solving skills measured by PISA 2015 Xandar subtest for Singapore, Norway, and Turkey. The research was conducted with 2990 participants' data obtained from Turkey (1032), Norway (923), and Singapore (1035) on PISA 2015 collaborative problem solving study.…
Descriptors: Error of Measurement, Cooperative Learning, Problem Solving, Thinking Skills
Beyond Group Comparisons: Accounting for Intersectional Sources of Bias in International Survey Measures
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Rujun Xu; James Soland – International Journal of Testing, 2024
International surveys are increasingly being used to understand nonacademic outcomes like math and science motivation, and to inform education policy changes within countries. Such instruments assume that the measure works consistently across countries, ethnicities, and languages--that is, they assume measurement invariance. While studies have…
Descriptors: Surveys, Statistical Bias, Achievement Tests, Foreign Countries
Teacher versus Student Perspectives on Instructional Quality in Mathematics Education across Countries
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Xin Liu; Kajsa Yang Hansen; Jan De Neve; Martin Valcke – Instructional Science: An International Journal of the Learning Sciences, 2024
The present study examines the measurement property of instructional quality in mathematics education, building on data from teachers and students, by combing TALIS 2013 and PISA 2012 linkage data from seven countries. Confirmatory factor analysis was applied to examine the dimensionality of the construct instructional quality in mathematics…
Descriptors: Teacher Attitudes, Student Attitudes, Mathematics Instruction, Educational Quality
Measurement Invariance of the ICT Engagement Construct and Its Association with Students' Performance in China and Germany: Evidence from PISA 2015 Data
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Meng, Lingqi; Qiu, Chen; Boyd-Wilson, Belinda – British Journal of Educational Technology, 2019
The present study investigated the factor structure of and measurement invariance in the information and communication technology (ICT) engagement construct, and the relationship between ICT engagement and students' performance on science, mathematics and reading in China and Germany. Samples were derived from the Programme for International…
Descriptors: Factor Structure, Information Technology, Error of Measurement, Science Achievement