Assessing Measurement Invariance Across Multiple Groups: When Is Fit Good Enough?

被引:12
作者
van Dijk, Wilhelmina [1 ]
Schatschneider, Christopher [1 ]
Al Otaiba, Stephanie [2 ]
Hart, Sara A. [1 ]
机构
[1] Florida State Univ, Tallahassee, FL 32306 USA
[2] Southern Methodist Univ, Dallas, TX USA
关键词
measurement invariance; integrative data analysis; INTEGRATIVE DATA-ANALYSIS; ITEM RESPONSE THEORY; INSTRUCTION INTERACTIONS; CHILD CHARACTERISTICS; X INSTRUCTION; MISSING DATA; TIER; MODEL; PSYCHOLOGY; INDEXES;
D O I
10.1177/00131644211023567
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Complex research questions often need large samples to obtain accurate estimates of parameters and adequate power. Combining extant data sets into a large, pooled data set is one way this can be accomplished without expending resources. Measurement invariance (MI) modeling is an established approach to ensure participant scores are on the same scale. There are two major problems when combining independent data sets through MI. First, sample sizes will often be large leading to small differences becoming noninvariant. Second, not all data sets may include the same combination of measures. In this article, we present a method that can deal with both these problems and is user friendly. It is a combination of generating random normal deviates for variables missing completely in combination with assessing model fit using the root mean square error of approximation good enough principle, based on the hypothesis that the difference between groups is not zero but small. We demonstrate the method by examining MI across eight independent data sets and compare the MI decisions of the traditional and good enough approach. Our results show the approach has potential in combining educational data.
引用
收藏
页码:482 / 505
页数:24
相关论文
共 46 条
[1]   Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction? [J].
Al Otaiba, Stephanie ;
Folsom, Jessica S. ;
Wanzek, Jeanne ;
Greulich, Luana ;
Waesche, Jessica ;
Schatschneider, Christopher ;
Connor, Carol M. .
READING & WRITING QUARTERLY, 2016, 32 (05) :454-476
[2]   To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First-Grade Response to Intervention in Reading [J].
Al Otaiba, Stephanie ;
Connor, Carol M. ;
Folsom, Jessica S. ;
Wanzek, Jeanne ;
Greulich, Luana ;
Schatschneider, Christopher ;
Wagner, Richard K. .
EXCEPTIONAL CHILDREN, 2014, 81 (01) :11-27
[3]   ASSESSMENT DATA-INFORMED GUIDANCE TO INDIVIDUALIZE KINDERGARTEN READING INSTRUCTION Findings from a Cluster-Randomized Control Field Trial [J].
Al Otaiba, Stephanie ;
Connor, Carol M. ;
Folsom, Jessica S. ;
Greulich, Luana ;
Meadows, Jane ;
Li, Zhi .
ELEMENTARY SCHOOL JOURNAL, 2011, 111 (04) :535-560
[4]   Multiple-Group Factor Analysis Alignment [J].
Asparouhov, Tihomir ;
Muthen, Bengt .
STRUCTURAL EQUATION MODELING-A MULTIDISCIPLINARY JOURNAL, 2014, 21 (04) :495-508
[5]  
Browne M.W., 1993, SOCIOL METHOD RES, P445
[6]   A Direct Comparison Approach for Testing Measurement Invariance [J].
Cheung, Gordon W. ;
Lau, Rebecca S. .
ORGANIZATIONAL RESEARCH METHODS, 2012, 15 (02) :167-198
[7]   The early years - Algorithm-guided individualized reading instruction [J].
Connor, Carol McDonald ;
Morrison, Frederick J. ;
Fishman, Barry J. ;
Schatschneider, Christopher ;
Underwood, Phyllis .
SCIENCE, 2007, 315 (5811) :464-465
[8]   A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students' Reading From First Through Third Grade [J].
Connor, Carol McDonald ;
Morrison, Frederick J. ;
Fishman, Barry ;
Crowe, Elizabeth C. ;
Al Otaiba, Stephanie ;
Schatschneider, Christopher .
PSYCHOLOGICAL SCIENCE, 2013, 24 (08) :1408-1419
[9]   Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders' Word Reading Achievement [J].
Connor, Carol McDonald ;
Morrison, Frederick J. ;
Schatschneider, Christopher ;
Toste, Jessica R. ;
Lundblom, Erin ;
Crowe, Elizabeth C. ;
Fishman, Barry .
JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS, 2011, 4 (03) :173-207
[10]   Testing the Impact of Child Characteristics x Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction [J].
Connor, Carol McDonald ;
Morrison, Fredrick J. ;
Fishman, Barry ;
Giuliani, Sarah ;
Luck, Melissa ;
Underwood, Phyllis S. ;
Bayraktar, Aysegul ;
Crowe, Elizabeth C. ;
Schatschneider, Christopher .
READING RESEARCH QUARTERLY, 2011, 46 (03) :189-221