Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22098
Title: 
Authors: 
Subjects: 
Confirmatory factor analysis
Gender
Information and communication technology development
Measurement invariance
Issue Date: 
2020
Citation: 
Aryadoust, V. (2020). Measurement invariance across information and communication technology development index and gender: The case of the Pearson Test of English Academic reading. Studies in Educational Evaluation, 64, Article 100813. https://doi.org/10.1016/j.stueduc.2019.100813
Abstract: 
The computerization of reading assessments has presented a set of new challenges to test designers. From the vantage point of measurement invariance, test designers must investigate whether the traditionally recognized causes for violating invariance are still a concern in computer-mediated assessments. In addition, it is necessary to understand the technology-related causes of measurement invariance among test-taking populations. In this study, we used the available data (n = 800) from the previous administrations of the Pearson Test of English Academic (PTE Academic) reading, an international test of English comprising 10 test items, to investigate measurement invariance across gender and the Information and Communication Technology Development index (IDI). We conducted a multi-group confirmatory factor analysis (CFA) to assess invariance at four levels: configural, metric, scalar, and structural. Overall, we were able to confirm structural invariance for the PTE Academic, which is a necessary condition for conducting fair assessments. Implications for computer-based education and the assessment of reading are discussed.
Description: 
This is the final draft, after peer-review of a manuscript published in Studies in Educational Evaluation. The published version is available online at https://doi.org/10.1016/j.stueduc.2019.100813
URI: 
ISSN: 
0191-491X
DOI: 
File Permission: 
Open
File Availability: 
With file
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