Measurement Invariance in Relation to First Language: An Evaluation of German Reading and Spelling Tests

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Applied Measurement in Education Pub Date : 2023-04-03 DOI:10.1080/08957347.2023.2201701

L. Visser, Friederike Cartschau, Ariane von Goldammer, Janin Brandenburg, M. Timmerman, M. Hasselhorn, C. Mähler

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引用次数: 0

Abstract

ABSTRACT The growing number of children in primary schools in Germany who have German as their second language (L2) has raised questions about the fairness of performance assessment. Fair tests are a prerequisite for distinguishing between L2 learning delay and a specific learning disability. We evaluated five commonly used reading and spelling tests for measurement invariance (MI) as a function of first language (German vs. other). Multi-group confirmatory factor analyses revealed strict MI for the Weingarten Basic Vocabulary Spelling Tests (WRTs) 3+ and 4+ and the Salzburger Reading (SLT) and Spelling (SRT) Tests, suggesting these instruments are suitable for assessing reading and spelling skills regardless of first language. The MI for A Reading Comprehension Test for First to Seventh Graders – 2nd Edition (ELFE II) was partly strict with unequal intercepts for the text subscale. We discuss the implications of this finding for assessing reading performance of children with L2.

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与第一语言相关的测量不变性:对德语阅读和拼写测试的评价

在德国，越来越多的小学生将德语作为第二语言(L2)，这引发了对绩效评估公平性的质疑。公平的测试是区分第二语言学习迟缓和特定学习障碍的先决条件。我们评估了五种常用的阅读和拼写测试的测量不变性(MI)作为第一语言的函数(德语与其他)。多组验证性因素分析显示，Weingarten基础词汇拼写测试(WRTs) 3+和4+以及萨尔茨堡阅读(SLT)和拼写(SRT)测试具有严格的MI，表明这些工具适用于评估阅读和拼写技能，无论母语如何。《小学一年级至七年级阅读理解测验第二版》(ELFE II)在文本分量表截距不相等的问题上有一定程度的严格。我们讨论了这一发现对评估二语儿童阅读表现的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Measurement in Education Multiple-

CiteScore

2.50

自引率

13.30%

发文量

期刊介绍： Because interaction between the domains of research and application is critical to the evaluation and improvement of new educational measurement practices, Applied Measurement in Education" prime objective is to improve communication between academicians and practitioners. To help bridge the gap between theory and practice, articles in this journal describe original research studies, innovative strategies for solving educational measurement problems, and integrative reviews of current approaches to contemporary measurement issues. Peer Review Policy: All review papers in this journal have undergone editorial screening and peer review.