Measurement invariance in relation to first language. An evaluation of German reading and spelling tests.

Autor/inn/en	Visser, Linda; Cartschau, Friederike; Goldammer, Ariane von; Brandenburg, Janin; Timmermann, Marieke; Hasselhorn, Marcus; Mähler, Claudia
Titel	Measurement invariance in relation to first language. An evaluation of German reading and spelling tests.
Quelle	In: Applied measurement in education, 36 (2023) 2, S. 115-131Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1532-4818
DOI	10.1080/08957347.2023.2201701
Schlagwörter	Faktorenanalyse; Reliabilität; Testkonstruktion; Varianzanalyse; Vergleich; Lesetest; Rechtschreibtest; Bewertung; Deutschland; Faktorenanalyse; Grundschule; Lesen; Messung; Muttersprache; Rechtschreibung; Deutsch; Testkonstruktion; Lesetest; Rechtschreibtest; Varianzanalyse; Vergleich; Reliabilität; Sekundarstufe I; Grundschule; Deutsch; Deutsch als Zweitsprache; Textverständnis; Lesen; Rechtschreibung; Muttersprache; Messung; Bewertung; Deutschland
Abstract	The growing number of children in primary schools in Germany who have German as their second language (L2) has raised questions about the fairness of performance assessment. Fair tests are a prerequisite for distinguishing between L2 learning delay and a specific learning disability. We evaluated five commonly used reading and spelling tests for measurement invariance (MI) as a function of first language (German vs. other). Multi-group confirmatory factor analyses revealed strict MI for the Weingarten Basic Vocabulary Spelling Tests (WRTs) 3+ and 4+ and the Salzburger Reading (SLT) and Spelling (SRT) Tests, suggesting these instruments are suitable for assessing reading and spelling skills regardless of first language. The MI for A Reading Comprehension Test for First to Seventh Graders - 2nd Edition (ELFE II) was partly strict with unequal intercepts for the text subscale. We discuss the implications of this finding for assessing reading performance of children with L2. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1