ERIC Number: ED261062
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
The Examination of Factorial Invariance in the Construct Validation of a Reading Achievement Test.
Gamache, LeAnn M.
To support the construct validity of a locally developed, sixth grade reading achievement test, an investigation of factorial invariance was made across 1556 majority, 327 Black minority, and 136 Asian minority examinees. Although the hypothesis of a unidimensional factor pattern was retained for each group, hypotheses of equal factor weights between the majority group and each minority group were rejected. A standard test score interpretation is thus not possible across these groups. It is suggested that developers and users of achievement tests intended for similar populations should routinely examine factorial invariance across racial groups to support the construct validity of their tests. (Author/BS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of The National Council on Measurement in Education (New Orleans, LA. April 23-27, 1984).