OECD Education Working Papers
This series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.
- ISSN: 19939019 (online)
- https://doi.org/10.1787/19939019
Evaluating Measurement Invariance of TALIS 2013 Complex Scales
Comparison between Continuous and Categorical Multiple-Group Confirmatory Factor Analyses
This paper evaluates measurement invariance of complex scales from a social survey using both a
continuous approach and a categorical approach to help inform future decisions in choosing the most
appropriate methods to perform the validation of complex scales. In particular, continuous and
categorical approaches are compared for constructing and validating 11 complex scales across 23
countries participating in the first round of the OECD Teaching and Learning International Survey (TALIS).
Two invariance testing approaches were compared – 1) continuous multiple-group confirmatory factor
analysis; 2) categorical multiple-group confirmatory factor analysis. Latent variable modelling was
employed to account for the complex structure of the relationships between many items in each scale.
The performance of the models is reported and illustrated based on the evaluation of the level of
measurement invariance. All of the scales established configural and metric levels of invariance from
both approaches, and three scales established scalar invariance from the categorical approach, allowing
for a meaningful mean score comparison across countries. Limitations of the models compared in this
study and future considerations for construction and validation of scaling complex scales are discussed.
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