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Application of Confirmatory Factor Analysis to the Validity Study of a Performance Assessment: A Multitrait-multimethod Structure and its Invariance across Gender and Grade

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Authors
Kim, Dong-il
Issue Date
2002
Publisher
서울대학교 교육종합연구원
Citation
SNU Journal of Education Research, Vol.12, pp. 161-197
Keywords
performance assessmentmultitrait-multimethod structureconfirmatory factor analysisfactorial invarianceconstruct validation
Description
2002
Abstract
This study investigated construct validity and factorial invariance of a performance

assessment of reading comprehension and writing proficiency, through a

multitrait-multimethod structure (MTMM), using the confirmatory analysis technique. First,

interrater reliability was examined for each measured variable using three different

generalizability coefficients. Although all of the measures were found to be highly reliable,

exploratory factor analysis indicated that trait and method effects were confounded in the

measured variables. Consequently, confirmatory factor analysis was used to disentangle

multidimensionality and examine the convergent and discriminant validity of the latent

variables according to the Campbell-Fiske criteria. These analyses indicated that a model with

three correlated trait factors and three correlated method factors provided the best fit to the

data. Finally, a factorial invariance across gender and grade was examined. While this

MTMM factorstructure was fitted to the data in each subgroup (fifth grade boys. fifth grade

girls, sixth grade girls), the factorial invariance across gender and grade was supported only

in a particular set of parameters. Methodological and practical implications of the use of

confirmatory factor analysis in multitrait-multimethod analyses are also discussed for

construct validation in performance assessment across different groups.
ISSN
1225-5335
Language
English
URI
http://hdl.handle.net/10371/70627
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College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education ResearchSNU Journal of Education Research vol.12 (2002)
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