Mathematical equivalence assessment: Measurement invariance across six countries

Simsek E., Jones I., Hunter J., Xenidou-Dervou I.

Studies in Educational Evaluation, cilt.70, 2021 (SSCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 70
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1016/j.stueduc.2021.101046
  • Dergi Adı: Studies in Educational Evaluation
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA)
  • Anahtar Kelimeler: Cross-cultural assessment, Latent mean comparison, Mathematical equivalence, Mathematical equivalence assessment, Mathematics education, Measurement invariance
  • TED Üniversitesi Adresli: Hayır

Özet

Within mathematics education research, there has been a strong focus on students’ understanding of mathematical equivalence because of its key role in the development of mathematics skills. One of the most frequently used tools to assess students’ understanding of equivalence has been the Mathematical Equivalence Assessment (MEA) (Rittle-Johnson et al., 2011). In this study, we investigate for the first time the cross-cultural measurement invariance of an adaptation of the MEA. This included a sample (N = 2760) of students aged 8–12 years old from China, England, New Zealand, South Korea, Turkey, and US to examine whether the same construct is being measured across all countries. Configural and partial scalar invariance was established for a two-factor, 11-item version of the adapted MEA. There were significant mean differences across countries, with students from China performing better and students from New Zealand performing worse than the rest of the sample.