Examination of the TIMSS 2011 Fourth Grade Mathematics Test in Terms of Cross-Cultural Measurement Invariance

Karakoc Alatli B., AYAN C., Polatdemir B., Uzun G.

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, cilt.2016, sa.66, ss.389-406, 2016 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 2016 Sayı: 66
  • Basım Tarihi: 2016
  • Doi Numarası: 10.14689/ejer.2016.66.22
  • Dergi Adı: EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.389-406
  • Anahtar Kelimeler: Measurement invariance, Multiple-group confirmatory factor analysis, Structural equation modeling, FACTORIAL INVARIANCE
  • Ankara Üniversitesi Adresli: Evet

Özet

Problem Statement: Student achievement is considered an indicator of the quality of education, and achievement tests are applied to assess student achievement. International tests are adapted into different languages and cultures with the aim of assessing student achievement on an international level and comparing the achievements of different countries. In our country, a number of tests at the national and international levels are conducted to assess student achievement. One of the tests conducted in our country is called Trends in International Mathematics and Science Study (TIMSS). Countries structure their curricula and education policies based on the results of these studies. However, in order for these comparisons to be meaningful, the constructs measured by the tests should be equivalent. When the relevant literature was examined, it was observed that the number of studies on cross-cultural invariance in Turkey was low and that these studies did not involve TIMSS 2011.