Measurement invariance in the social sciences: Historical development, methodological challenges, state of the art, and future perspectives - ScienceDirect

 Measurement invariance in the social sciences: Historical development, methodological challenges, state of the art, and future perspectives - ScienceDirect 
https://ift.tt/4oaDVl3

Abstract
This review summarizes the current state of the art of statistical and (survey) methodological research on measurement (non)invariance, which is considered a core challenge for the comparative social sciences. After outlining the historical roots, conceptual details, and standard procedures for measurement invariance testing, the paper focuses in particular on the statistical developments that have been achieved in the last 10 years. These include Bayesian approximate measurement invariance, the alignment method, measurement invariance testing within the multilevel modeling framework, mixture multigroup factor analysis, the measurement invariance explorer, and the response shift-true change decomposition approach. Furthermore, the contribution of survey methodological research to the construction of invariant measurement instruments is explicitly addressed and highlighted, including the issues of design decisions, pretesting, scale adoption, and translation. The paper ends with an outlook on future research perspectives.

******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************



from IQ's Corner https://ift.tt/uVhikLK
via IFTTT https://ift.tt/O0lxCUr

Comments

Post a Comment

if you have any doubt, please let me know

Popular posts from this blog

Valuing Educational Measurement - Sireci - - Educational Measurement: Issues and Practice - Wiley Online Library

 Valuing Educational Measurement - Sireci - - Educational Measurement: Issues and Practice - Wiley Online Library  https://ift.tt/3tL81Mm Abstract  The community  of educational measurement researchers and practitioners has made many positive contributions to education, but has also become complacent and lost the public trust. In this article, reasons for the lack of public trust in educational testing are described, and core values for educational measurement are proposed. Reasons for distrust of educational measurement include hypocritical practices that conflict with our professional standards, a biased and selected presentation of the history of testing, and inattention to social problems associated with educational measurement. The five core values proposed to help educational measurement serve education are: (a) everyone is capable of learning; (b) there are no differences in the capacity to learn across groups defined by race, ethnicity, or sex; (c) a...
Read more

Cognitive Ability and Job Performance: Meta-analytic Evidence for the Validity of Narrow Cognitive Abilities | SpringerLink

Image
 Cognitive Ability and Job Performance: Meta-analytic Evidence for the Validity of Narrow Cognitive Abilities | SpringerLink  https://ift.tt/MKvbV1o Cognitive Ability and Job Performance: Meta-analytic Evidence for the Validity of Narrow Cognitive Abilities Christopher D. Nye ,  Jingjing Ma  &  Serena Wee   Journal of Business and Psychology  (2022) Cite this article 193  Accesses 1  Altmetric Metrics  details Abstract Cognitive ability is one of the best predictors of performance on the job and past research has seemingly converged on the idea that narrow cognitive abilities do not add incremental validity over general mental ability (GMA) for predicting job performance. In the present study, we propose that the reason for the lack of incremental validity in previous research is that the narrow cognitive abilities that have been assessed most frequently are also the abilities that are most highly correlated with GMA. ...
Read more

What do undergraduates learn about human intelligence? An analysis of introductory psychology textbooks.

Image
https://ift.tt/SzM63CI Human intelligence is an important construct in psychology, with far-reaching implications, providing insights into fields as diverse as neurology, international development, and sociology. Additionally, IQ scores can predict life outcomes in health, education, work, and socioeconomic status. Yet, students of psychology are often exposed to human intelligence only in limited ways. To ascertain what psychology students typically learn about intelligence, we analyzed the content of 29 of the most popular introductory psychology textbooks to learn (a) the most frequently taught topics related to human intelligence, (b) the accuracy of information about human intelligence, and (c) the presence of logical fallacies about intelligence research. We found that 79.3% of textbooks contained inaccurate statements and 79.3% had logical fallacies in their sections about intelligence. The five most commonly taught topics were IQ (93.1% of b...
Read more