A Multilevel Bifactor Approach to Construct Validation of Mixed-Format Scales

Autor/inn/en	Wang, Yan; Kim, Eun Sook; Dedrick, Robert F.; Ferron, John M.; Tan, Tony
Titel	A Multilevel Bifactor Approach to Construct Validation of Mixed-Format Scales
Quelle	In: Educational and Psychological Measurement, 78 (2018) 2, S.253-271 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164417690858
Schlagwörter	Test Items; Test Format; Correlation; Construct Validity; Predictive Validity; Self Concept Measures; Achievement Tests; International Assessment; Foreign Countries; Grade 8; Statistical Analysis; Factor Analysis; Mathematics Achievement; Maximum Likelihood Statistics; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Testentwicklung; Korrelation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Statistische Analyse; Faktorenanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Wording effects associated with positively and negatively worded items have been found in many scales. Such effects may threaten construct validity and introduce systematic bias in the interpretation of results. A variety of models have been applied to address wording effects, such as the correlated uniqueness model and the correlated traits and correlated methods model. This study presents the multilevel bifactor approach to handling wording effects of mixed-format scales used in a multilevel context. The Students Confident in Mathematics scale is used to illustrate this approach. Results from comparing a series of models showed that positive and negative wording effects were present at both the within and the between levels. When the wording effects were ignored, the within-level predictive validity of the Students Confident in Mathematics scale was close to that under the multilevel bifactor model. However, at the between level, a lower validity coefficient was observed when ignoring the wording effects. Implications for applied researchers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01