SavedAdd your journal

Journals / International Journal of Assessment Tools in Education / 2021 / Cilt: 8 - Sayı: 1

Investigation of measurement invariance of PISA 2015 collaborative problem solving skills: Turkey, Norway and Singapore

Derya Çobanoğlu Aktan
Yusuf Taner Tekin
Pages
90–105
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results show that meaningful comparisons cannot be madebetween the countries, because the factor loadings, variances, error variances, andcovariances differ among countries.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this research is to examine measurement invariance ofcollaborative problem solving skills measured by PISA 2015 Xandar subtest forSingapore, Norway, and Turkey.
📊
Key Findings & Data:The research was conducted with 2990participants’ data obtained from Turkey (1032), Norway (923), and Singapore(1035) on PISA 2015 collaborative problem solving study.
💡
Conclusion & Impact:The results show that meaningful comparisons cannot be madebetween the countries, because the factor loadings, variances, error variances, andcovariances differ among countries.
🔬Design:Modeling & Simulation
📍Scope:2015 Verileri
⚙️Variables:Domain Parameters

Abstract

The purpose of this research is to examine measurement invariance ofcollaborative problem solving skills measured by PISA 2015 Xandar subtest forSingapore, Norway, and Turkey. The research was conducted with 2990participants’ data obtained from Turkey (1032), Norway (923), and Singapore(1035) on PISA 2015 collaborative problem solving study. In the first part of thestudy, exploratory factor analysis was performed to obtain the factor structure ofthe Xandar subtest. Then, the model data fit was checked by confirmatory factoranalysis via / df (3.127), RMSEA (0.027), CFI (0.987) and TLI (0.979) values.Multi-group confirmatory factor analysis was used in invariance analyses. Thefindings show that the collaborative problem solving model met only configuralinvariance across the countries and has not met the metric, scale, and strictinvariance stages. The results show that meaningful comparisons cannot be madebetween the countries, because the factor loadings, variances, error variances, andcovariances differ among countries.

🔖

Cite This Article

Aktan, D. Ç., Tekin, Y. T. (2022). Investigation of measurement invariance of PISA 2015 collaborative problem solving skills: Turkey, Norway and Singapore. International Journal of Assessment Tools in Education, Cilt: 8 - Sayı: 1, 90–105. https://ajindex.com/articles/540102

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Bahadır, E. (2012). According programme for ınternational student assessment (PISA 2009), investigation of variables that affect Turkish students' reading skills by regions [Master Thesis]. Hacettepe University, Ankara.
  2. Başusta, N.B., & Gelbal, S. (2015). Examination of Measurement Invariance at Groups’ Comparisons: A Study on PISA Student Questionnaire. Hacettepe University Journal of Education, 30 (4), 80-90
  3. Bollen, K. A. (1989). Structural equations with latent variables. Wiley- Interscience Publication. Byrne, B. M. (2004). Testing for multigroup invariance using AMOS graphics: A road less traveled. Structural equation modeling, 11(2), 272-300.
  4. Bryne, B. M. & Watkins, D. (2003). The issue of measurement invariance revisited. Journal Of Cross-Cultural Psychology, 34, (2), 155-175.
  5. Brown, T.A. (2015). Confirmatory factor analysis for applied research. (Second Edition). The Guilford Press.
  6. Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-Fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.
  7. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem. Demir, Ö., & Seferoğlu, S.S. (2017). İşbirlikli Problem Çözmenin Kodlama Eğitimine Yansıması Olarak Eşli Kodlamanın İncelenmesi. 5 th International Instructional Technologies& Teacher Education Symposium. 11-13 October 2017,
  8. İzmir.
  9. Erkoç, M.F. (2018). The effect of collaborative game design on critical thinking, problem solving and algorithm development skills [Doctoral Dissertation]. İstanbul University. Greiff, S., Wüstenberg, S., Molnár, G., Fischer, A., Funke, J., & Csapó, B. (2013). Complex problem solving in educational contexts - something beyond g: Concept, assessment, measurement invariance, and construct validity. Journal of Educational Psychology, 105(2), 364-379.
  10. Hesse, F. W. (2017). Designs for operationalizing collaborative problem solving for automated assesment. Journal of Educational Measurement, Spring, 54(1), 12-35.
  11. Jöreskog, K. G., & Sörbom, D. (1993). Lisrel 8: Structural equation modeling with the simplis command language. Lincolnwood: Scientific Software International, Inc. Karakoç Alatlı, B. (2016). Investigation of measurement invariance of literacy tests in the Programme for International Student Assessment (PISA - 2012) [Published Doctoral Dissertation]. Ankara University. Kıbrıslıoğlu, N. (2015). The investigation of measurement invariance PISA 2012 ma