Analyzing the Measurement Equivalence of a Translated Test in a Statewide Assessment Program

 When tests are translated into one or more languages, the question of the equivalence of items across language forms arises. This equivalence can be assessed at the scale level by means of a multiple group confirmatory factor analysis (CFA) in the context of structural equation modeling. This study...

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Detalles Bibliográficos
Autores: Carvajal-Espinoza, Jorge, Welch, Greg
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2016
País:Costa Rica
Institución:Universidad Nacional de Costa Rica
Repositorio:Portal de Revistas UNA
Idioma:inglés
español
OAI Identifier:oai:ojs.www.una.ac.cr:article/8585
Acceso en línea:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8585
Access Level:acceso abierto
Palabra clave:Measurement equivalence
structural equation modeling
confirmatory factor analysis
Equivalencia de la medida
modelos de ecuaciones estructurales
análisis factorial confirmatorio
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network_name_str Costa Rica
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dc.title.none.fl_str_mv Analyzing the Measurement Equivalence of a Translated Test in a Statewide Assessment Program
Análisis de la equivalencia de la medida de la traducción de un test en un programa de evaluación estatal
title Analyzing the Measurement Equivalence of a Translated Test in a Statewide Assessment Program
spellingShingle Analyzing the Measurement Equivalence of a Translated Test in a Statewide Assessment Program
Carvajal-Espinoza, Jorge
Measurement equivalence
structural equation modeling
confirmatory factor analysis
Equivalencia de la medida
modelos de ecuaciones estructurales
análisis factorial confirmatorio
title_short Analyzing the Measurement Equivalence of a Translated Test in a Statewide Assessment Program
title_full Analyzing the Measurement Equivalence of a Translated Test in a Statewide Assessment Program
title_fullStr Analyzing the Measurement Equivalence of a Translated Test in a Statewide Assessment Program
title_full_unstemmed Analyzing the Measurement Equivalence of a Translated Test in a Statewide Assessment Program
title_sort Analyzing the Measurement Equivalence of a Translated Test in a Statewide Assessment Program
dc.creator.none.fl_str_mv Carvajal-Espinoza, Jorge
Welch, Greg
author Carvajal-Espinoza, Jorge
author_facet Carvajal-Espinoza, Jorge
Welch, Greg
author_role author
author2 Welch, Greg
author2_role author
dc.subject.none.fl_str_mv Measurement equivalence
structural equation modeling
confirmatory factor analysis
Equivalencia de la medida
modelos de ecuaciones estructurales
análisis factorial confirmatorio
topic Measurement equivalence
structural equation modeling
confirmatory factor analysis
Equivalencia de la medida
modelos de ecuaciones estructurales
análisis factorial confirmatorio
description  When tests are translated into one or more languages, the question of the equivalence of items across language forms arises. This equivalence can be assessed at the scale level by means of a multiple group confirmatory factor analysis (CFA) in the context of structural equation modeling. This study examined the measurement equivalence of a Spanish translated version of a statewide Mathematics test originally constructed in English by using a multi-group CFA approach. The study used samples of native speakers of the target language of the translation taking the test in both the source and target language, specifically Hispanics taking the test in English and Spanish. Test items were grouped in twelve facet-representative parcels. The parceling was accomplished by grouping items that corresponded to similar content and computing an average for each parcel. Four models were fitted to examine the equivalence of the test across groups. The multi-group CFA fixed factor loadings across groups and results supported the equivalence of the two language versions (English and Spanish) of the test. The statistical techniques implemented in this study can also be used to address the performance on a test based on dichotomous or dichotomized variables such as gender, socioeconomic status, geographic location and other variables of interest. 
publishDate 2016
dc.date.none.fl_str_mv 2016-09-01
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
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http://purl.org/coar/resource_type/c_2df8fbb1
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10.15359/ree.20-3.9
url https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8585
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dc.language.none.fl_str_mv eng
spa
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spa
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8585/9828
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8585/9830
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8585/9831
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8585/10744
dc.rights.none.fl_str_mv Derechos de autor 2016 Revista Electrónica Educare
acceso abierto
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rights_invalid_str_mv Derechos de autor 2016 Revista Electrónica Educare
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dc.publisher.none.fl_str_mv Universidad Nacional, Costa Rica
publisher.none.fl_str_mv Universidad Nacional, Costa Rica
dc.source.none.fl_str_mv Revista Electrónica Educare; Vol. 20 No. 3 (2016): Educare Electronic Journal (september-december); 1-18
Revista Electrónica Educare; Vol. 20 Núm. 3 (2016): Revista Electrónica Educare (setiembre-diciembre); 1-18
Revista Electrónica Educare; v. 20 n. 3 (2016): Revista Electrónica Educare (setiembre-diciembre); 1-18
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spelling Analyzing the Measurement Equivalence of a Translated Test in a Statewide Assessment ProgramAnálisis de la equivalencia de la medida de la traducción de un test en un programa de evaluación estatalCarvajal-Espinoza, JorgeWelch, GregMeasurement equivalencestructural equation modelingconfirmatory factor analysisEquivalencia de la medidamodelos de ecuaciones estructuralesanálisis factorial confirmatorio When tests are translated into one or more languages, the question of the equivalence of items across language forms arises. This equivalence can be assessed at the scale level by means of a multiple group confirmatory factor analysis (CFA) in the context of structural equation modeling. This study examined the measurement equivalence of a Spanish translated version of a statewide Mathematics test originally constructed in English by using a multi-group CFA approach. The study used samples of native speakers of the target language of the translation taking the test in both the source and target language, specifically Hispanics taking the test in English and Spanish. Test items were grouped in twelve facet-representative parcels. The parceling was accomplished by grouping items that corresponded to similar content and computing an average for each parcel. Four models were fitted to examine the equivalence of the test across groups. The multi-group CFA fixed factor loadings across groups and results supported the equivalence of the two language versions (English and Spanish) of the test. The statistical techniques implemented in this study can also be used to address the performance on a test based on dichotomous or dichotomized variables such as gender, socioeconomic status, geographic location and other variables of interest. Al traducir tests a uno o más lenguajes, surge la pregunta sobre la equivalencia de los ítems en los diferentes lenguajes. Esta equivalencia puede ser estudiada en el nivel de escala por medio de un análisis factorial confirmatorio (AFC) de grupos múltiples en el contexto de modelos de ecuaciones estructurales. Esta investigación analizó la equivalencia de la medida de la versión en español de un test construido originalmente en inglés utilizando un AFC de grupos múltiples. Se utilizaron muestras de hablantes nativos del idioma al que se tradujo el test, quienes tomaron el test en inglés y en español, específicamente hispanoparlantes. Los ítems del test fueron agrupados en 12 conjuntos de contenido similar y para cada conjunto se calculó un promedio. Cuatro modelos fueron analizados para examinar la equivalencia entre grupos. Los pesos factoriales y los resultados obtenidos en las dos versiones del test (español e inglés) sugieren la equivalencia de ambas versiones. Las técnicas estadísticas utilizadas en este estudio pueden asimismo ser usadas para analizar el desempeño en un test con base en variables dicotómicas o que pueden tratarse como dicotómicas como género, estatus socioeconómico, localización geográfica y otras variables de interés. Universidad Nacional, Costa Rica2016-09-01info:eu-repo/semantics/publishedVersionjournal articleartículoartigoartículo originalhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdftext/htmlapplication/epub+zipaudio/mpegaudio/mpegapplication/xmlhttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/858510.15359/ree.20-3.9Revista Electrónica Educare; Vol. 20 No. 3 (2016): Educare Electronic Journal (september-december); 1-18Revista Electrónica Educare; Vol. 20 Núm. 3 (2016): Revista Electrónica Educare (setiembre-diciembre); 1-18Revista Electrónica Educare; v. 20 n. 3 (2016): Revista Electrónica Educare (setiembre-diciembre); 1-181409-4258reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAengspahttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8585/16527https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8585/9827https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8585/9828https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8585/9830https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8585/9831https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8585/10744Derechos de autor 2016 Revista Electrónica Educareacceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2022-08-02T23:23:21Zoai:ojs.www.una.ac.cr:article/8585Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2022-08-02T23:23:21Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse
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