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- W2912886587 abstract "Before using the results of large-scale student assessments, it is essential to assure that the results are consistent and accurate regardless of various background variables, particularly for the proficiency level. In this context, the purpose of this study was to analyze the measurement equivalence of the non-cognitive ability data across students’ groups by the proficiency level based on the generalizability theory approach. This study analyzed student survey data (N=7443) from the 2015 administration of National Assessment of Educational Achievement for ninth graders and applied the multivariate generalizability theory model to the data. In the G study, effects of each error source were investigated, while the focus of the D study was on identifying optimal measurement conditions by varying the number of items within each sub-domain that maximizes the reliability-like indices, such as a generalizability coefficient and an index of dependability. The results of the analysis indicates that the overall measurement was generally reliable over the entire range of the achievement levels; however, the study showed a somewhat negative result in ensuring the measurement equivalence for certain sub-domains of mathematics. In addition, the effect of increasing the number of items to achieve appropriate level of reliability also varied according to achievement level. Based on the results of this study, it was confirmed that a multivariate generalizability analysis approach can be useful for investigating the measurement invariance issues." @default.
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- W2912886587 date "2018-02-01" @default.
- W2912886587 modified "2023-09-25" @default.
- W2912886587 title "An Analysis of Measurement Errors and Invariance Properties by Proficiency Level in the Non-cognitive Measures" @default.
- W2912886587 doi "https://doi.org/10.29221/jce.2018.21.1.153" @default.
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