Researching Measurement Equivalence in Cross-Cultural Studies

By Miloš Kankaraš, G. Moors. 2010

65 citations recorded by the source corpus.

In cross-cultural comparative studies it is essential to establish equivalent measurement of relevant constructs across cultures. If this equivalence is not confirmed it is difficult if not impossible to make meaningful comparison of results across countries. This work presents concept of measurement equivalence, its relationship with other related concepts, different equivalence levels and causes of inequivalence in cross-cultural research. It also reviews three main approaches to the analysis of measurement equivalence – multigroup confirmatory factor analysis, differential item functioning, and multigroup latent class analysis – with special emphasis on their similarities and differences, as well as comparative advantages.

Subfields: Management Science and Operations Research, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/67e825d0158dca65ef68c59cbed77fc83a34cee5

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In Management Science and Operations Research

1. Miloš Kankaraš
2. O. Chernyshenko
3. Fritz Drasgow
4. G. Moors
5. J. Suárez‐Álvarez

In Social Psychology

1. Miloš Kankaraš
2. J. Suárez‐Álvarez
3. O. Chernyshenko
4. Fritz Drasgow

In Sociology and Political Science

1. Miloš Kankaraš
2. G. Moors
3. J. Suárez‐Álvarez
4. O. Chernyshenko
5. Fritz Drasgow
6. D. Bolt
7. T. Johnson
8. T. Thomas

Citations in the corpus

• Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills (2018, background): “Construct bias will usually increase when the cultural distance is wider and when a given instrument is more saturated into a specific culture (Kankaraš and Moors, 2010[230]).”
• Analysis of Cross-Cultural Comparability of PISA 2009 Scores (2014, background): “Hence, to make valid comparisons of PISA country scores, it is necessary to establish measurement equivalence (“measurement invariance”) or avoid DIF within the context of IRT (Hambleton et al., 2005; Kankaraš & Moors, 2010; Mellenbergh, 1989).”
• Assessment framework of the OECD Study on Social and Emotional Skills (2019, background): “Therefore, accurately translating questions into each local language is inadequate as the people responding must understand the questions in the same way as intended in the source version (Hui and Trandis, 1985[268]; Van de Vijver and Leung, 2001[269]; Kankaraš and Moors, 2010[108]).”