Bifactor Invariance Analysis of Student Conceptions of Assessment Inventory

Bifactor Invariance Analysis of Student Conceptions of Assessment Inventory

Abstract Student conceptions of the purposes of assessment are an important aspect of self-regulated learning. This study advances our understanding of the Student Conceptions of Assessment Inventory (SCoA) by examining the generalizability of the factorial structure of the SCoA using bifactor analysis and conducting cross-cultural invariance testing between Brazil and New Zealand. Eight different models were specified and evaluated, with the best model being adopted for invariance testing. This research adds to our understanding of the cross-cultural properties of the SCoA because the introduction of the bifactor model resulted in metric equivalence between countries, which had previously had only partial metric equivalence. Future studies should attempt to create more items around several SCoA constructs.

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Main Authors: Matos,Daniel Abud Seabra, Brown,Gavin Thomas Lumsden, Gomes,Cristiano Mauro Assis
Format: Digital revista
Language:English
Published: Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia 2019
Online Access:http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712019000400737
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spelling oai:scielo:S1413-827120190004007372019-11-28Bifactor Invariance Analysis of Student Conceptions of Assessment InventoryMatos,Daniel Abud SeabraBrown,Gavin Thomas LumsdenGomes,Cristiano Mauro Assis educational assessment factor analysis cross-cultural comparison Abstract Student conceptions of the purposes of assessment are an important aspect of self-regulated learning. This study advances our understanding of the Student Conceptions of Assessment Inventory (SCoA) by examining the generalizability of the factorial structure of the SCoA using bifactor analysis and conducting cross-cultural invariance testing between Brazil and New Zealand. Eight different models were specified and evaluated, with the best model being adopted for invariance testing. This research adds to our understanding of the cross-cultural properties of the SCoA because the introduction of the bifactor model resulted in metric equivalence between countries, which had previously had only partial metric equivalence. Future studies should attempt to create more items around several SCoA constructs.info:eu-repo/semantics/openAccessUniversidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em PsicologiaPsico-USF v.24 n.4 20192019-10-01info:eu-repo/semantics/articletext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712019000400737en10.1590/1413-82712019240411
institution SCIELO
collection OJS
country Brasil
countrycode BR
component Revista
access En linea
databasecode rev-scielo-br
tag revista
region America del Sur
libraryname SciELO
language English
format Digital
author Matos,Daniel Abud Seabra
Brown,Gavin Thomas Lumsden
Gomes,Cristiano Mauro Assis
spellingShingle Matos,Daniel Abud Seabra
Brown,Gavin Thomas Lumsden
Gomes,Cristiano Mauro Assis
Bifactor Invariance Analysis of Student Conceptions of Assessment Inventory
author_facet Matos,Daniel Abud Seabra
Brown,Gavin Thomas Lumsden
Gomes,Cristiano Mauro Assis
author_sort Matos,Daniel Abud Seabra
title Bifactor Invariance Analysis of Student Conceptions of Assessment Inventory
title_short Bifactor Invariance Analysis of Student Conceptions of Assessment Inventory
title_full Bifactor Invariance Analysis of Student Conceptions of Assessment Inventory
title_fullStr Bifactor Invariance Analysis of Student Conceptions of Assessment Inventory
title_full_unstemmed Bifactor Invariance Analysis of Student Conceptions of Assessment Inventory
title_sort bifactor invariance analysis of student conceptions of assessment inventory
description Abstract Student conceptions of the purposes of assessment are an important aspect of self-regulated learning. This study advances our understanding of the Student Conceptions of Assessment Inventory (SCoA) by examining the generalizability of the factorial structure of the SCoA using bifactor analysis and conducting cross-cultural invariance testing between Brazil and New Zealand. Eight different models were specified and evaluated, with the best model being adopted for invariance testing. This research adds to our understanding of the cross-cultural properties of the SCoA because the introduction of the bifactor model resulted in metric equivalence between countries, which had previously had only partial metric equivalence. Future studies should attempt to create more items around several SCoA constructs.
publisher Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia
publishDate 2019
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712019000400737
work_keys_str_mv AT matosdanielabudseabra bifactorinvarianceanalysisofstudentconceptionsofassessmentinventory
AT browngavinthomaslumsden bifactorinvarianceanalysisofstudentconceptionsofassessmentinventory
AT gomescristianomauroassis bifactorinvarianceanalysisofstudentconceptionsofassessmentinventory
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