The factorial invariance of a test of reading comprehension across groups of limited English proficient students

Mark Pomplun; Md Hafidz Omar

doi:10.1207/S15324818AME1403_4

The factorial invariance of a test of reading comprehension across groups of limited English proficient students

Mark Pomplun^*
, Md Hafidz Omar

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

8 Scopus citations

Abstract

In this study we investigated the factorial invariance of a 7th-grade state reading assessment across groups of general education and limited English proficient students. Confirmatory factor analysis was used to assess the fit of a 2-factor model with correlated error variances to each of 5 groups. In addition to overall fit of this model, several levels of constraints were also investigated. The fit statistics generally supported invariance across all groups for factor loadings and intercepts. However, invariance was not supported for the error variances. Follow-up testing indicated that this misfit was primarily associated with the error variances for the narrative items. The implications of the results for assessment and further research are discussed.

Original language	English
Pages (from-to)	261-283
Number of pages	23
Journal	Applied Measurement in Education
Volume	14
Issue number	3
DOIs	https://doi.org/10.1207/S15324818AME1403_4
State	Published - 2001
Externally published	Yes

Bibliographical note

Funding Information:
This study was supported by grants from the Kansas State Board of Education to the Center for Educational Testing and Evaluation, University of Kansas, Lawrence, Kansas.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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Cite this

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abstract = "In this study we investigated the factorial invariance of a 7th-grade state reading assessment across groups of general education and limited English proficient students. Confirmatory factor analysis was used to assess the fit of a 2-factor model with correlated error variances to each of 5 groups. In addition to overall fit of this model, several levels of constraints were also investigated. The fit statistics generally supported invariance across all groups for factor loadings and intercepts. However, invariance was not supported for the error variances. Follow-up testing indicated that this misfit was primarily associated with the error variances for the narrative items. The implications of the results for assessment and further research are discussed.",

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AU - Omar, Md Hafidz

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AB - In this study we investigated the factorial invariance of a 7th-grade state reading assessment across groups of general education and limited English proficient students. Confirmatory factor analysis was used to assess the fit of a 2-factor model with correlated error variances to each of 5 groups. In addition to overall fit of this model, several levels of constraints were also investigated. The fit statistics generally supported invariance across all groups for factor loadings and intercepts. However, invariance was not supported for the error variances. Follow-up testing indicated that this misfit was primarily associated with the error variances for the narrative items. The implications of the results for assessment and further research are discussed.

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The factorial invariance of a test of reading comprehension across groups of limited English proficient students

Abstract

Bibliographical note

UN SDGs

ASJC Scopus subject areas

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