Establishing measurement invariance across time within an accelerated longitudinal designCitation formats

Standard

Establishing measurement invariance across time within an accelerated longitudinal design. / Pampaka, Maria.

Measurement Error in Longitudinal Data. Oxford University Press , 2021. p. 405-446 (Measurement Error in Longitudinal Data).

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Harvard

Pampaka, M 2021, Establishing measurement invariance across time within an accelerated longitudinal design. in Measurement Error in Longitudinal Data. Measurement Error in Longitudinal Data, Oxford University Press , pp. 405-446. https://doi.org/10.1093/oso/9780198859987.003.0017

APA

Pampaka, M. (2021). Establishing measurement invariance across time within an accelerated longitudinal design. In Measurement Error in Longitudinal Data (pp. 405-446). (Measurement Error in Longitudinal Data). Oxford University Press . https://doi.org/10.1093/oso/9780198859987.003.0017

Vancouver

Pampaka M. Establishing measurement invariance across time within an accelerated longitudinal design. In Measurement Error in Longitudinal Data. Oxford University Press . 2021. p. 405-446. (Measurement Error in Longitudinal Data). https://doi.org/10.1093/oso/9780198859987.003.0017

Author

Pampaka, Maria. / Establishing measurement invariance across time within an accelerated longitudinal design. Measurement Error in Longitudinal Data. Oxford University Press , 2021. pp. 405-446 (Measurement Error in Longitudinal Data).

Bibtex

@inbook{2f97d6ab31714a55a02988cd1c746911,
title = "Establishing measurement invariance across time within an accelerated longitudinal design",
abstract = "The chapter provides a review of the potential value of accelerated longitudinal designs (ALD) for research, through (i) a systematic literature review, and (ii) an original investigation showing in particular the importance of evaluation of measurement invariance. It empirically draws on a large-scale UK study with a substantial aim to map teaching practices with students{\textquoteright} learning outcomes (including dispositions) in mathematics during secondary school. The focus here is on the methodological implications of combining the separate cohorts of students{\textquoteright} outcomes into a longitudinal model of progression for the whole secondary school trajectory and in particular the measurement methods involved to make this possible. Other challenges are also explored in the context of a comprehensive procedure that covers the validation of the construct of mathematics disposition and subsequent multilevel modelling to account for the complex longitudinal design.",
keywords = "Accelerated longitudinal design, DIF, Differential item functioning, Mathematics attitudes, Measurement invariance, Rasch, Secondary schools, Survey/questionnaire",
author = "Maria Pampaka",
note = "Publisher Copyright: {\textcopyright} Oxford University Press 2021.",
year = "2021",
month = may,
day = "20",
doi = "10.1093/oso/9780198859987.003.0017",
language = "English",
isbn = "9780198859987",
series = "Measurement Error in Longitudinal Data",
publisher = "Oxford University Press ",
pages = "405--446",
booktitle = "Measurement Error in Longitudinal Data",
address = "Pakistan",

}

RIS

TY - CHAP

T1 - Establishing measurement invariance across time within an accelerated longitudinal design

AU - Pampaka, Maria

N1 - Publisher Copyright: © Oxford University Press 2021.

PY - 2021/5/20

Y1 - 2021/5/20

N2 - The chapter provides a review of the potential value of accelerated longitudinal designs (ALD) for research, through (i) a systematic literature review, and (ii) an original investigation showing in particular the importance of evaluation of measurement invariance. It empirically draws on a large-scale UK study with a substantial aim to map teaching practices with students’ learning outcomes (including dispositions) in mathematics during secondary school. The focus here is on the methodological implications of combining the separate cohorts of students’ outcomes into a longitudinal model of progression for the whole secondary school trajectory and in particular the measurement methods involved to make this possible. Other challenges are also explored in the context of a comprehensive procedure that covers the validation of the construct of mathematics disposition and subsequent multilevel modelling to account for the complex longitudinal design.

AB - The chapter provides a review of the potential value of accelerated longitudinal designs (ALD) for research, through (i) a systematic literature review, and (ii) an original investigation showing in particular the importance of evaluation of measurement invariance. It empirically draws on a large-scale UK study with a substantial aim to map teaching practices with students’ learning outcomes (including dispositions) in mathematics during secondary school. The focus here is on the methodological implications of combining the separate cohorts of students’ outcomes into a longitudinal model of progression for the whole secondary school trajectory and in particular the measurement methods involved to make this possible. Other challenges are also explored in the context of a comprehensive procedure that covers the validation of the construct of mathematics disposition and subsequent multilevel modelling to account for the complex longitudinal design.

KW - Accelerated longitudinal design

KW - DIF

KW - Differential item functioning

KW - Mathematics attitudes

KW - Measurement invariance

KW - Rasch

KW - Secondary schools

KW - Survey/questionnaire

UR - http://www.scopus.com/inward/record.url?scp=85113104010&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/391ed92f-c1e0-323f-a11d-de8ba031ead6/

U2 - 10.1093/oso/9780198859987.003.0017

DO - 10.1093/oso/9780198859987.003.0017

M3 - Chapter

AN - SCOPUS:85113104010

SN - 9780198859987

T3 - Measurement Error in Longitudinal Data

SP - 405

EP - 446

BT - Measurement Error in Longitudinal Data

PB - Oxford University Press

ER -