Methodological and statistical advances in the consideration of cultural diversity in assessment: A critical review of group classification and measurement invariance testing.

Abstract

One of the most important considerations in psychological and educational assessment is the extent to which a test is free of bias and fair for groups with diverse backgrounds. Establishing measurement invariance (MI) of a test or items is a prerequisite for meaningful comparisons across groups as it ensures that test items do not function differently across groups. Demonstration of MI is particularly important in assessment settings where test scores are used in decision making. In this review, we begin with an overview of test bias and fairness, followed by a discussion of issues involving group classification, focusing on categorizations of race/ethnicity and sex/gender. We then describe procedures used to establish MI, detailing steps in the implementation of multigroup confirmatory factor analysis, and discussing recent developments in alternative procedures for establishing MI, such as the alignment method and moderated nonlinear factor analysis, which accommodate reconceptualization of group categorizations. Lastly, we discuss a variety of important statistical and conceptual issues to be considered in conducting multigroup confirmatory factor analysis and related methods and conclude with some recommendations for applications of these procedures. Public Significance StatementThis article highlights some important conceptual and statistical and issues that researchers should consider in research involving MI to maximize the meaningfulness of their results. Additionally, it offers recommendations for conducting MI research with multigroup confirmatory factor analysis and related procedures.

Psychometric properties of the Personality Inventory for DSM-5 Brief Form in Chinese undergraduate students and clinical patients

“…To the best of our knowledge, this study is the rst to explore MI of the PID-5-BF. Establishment of MI provides evidence of a consistent underlying structure across groups and thus enables group means to be compared [30]. When performing nested MI modeling, as was done here with con gural, weak, strong, and strict MI, MI must be established sequentially from lower-to higher-level MI analyses [57].…”

“…Accordingly, the most suitable factor structure of the PID-5-BF in Chinese respondents remains to be clari ed. Measurement invariance (MI) studies of the PID-5-BF should be conducted to determine whether factor structure differs between populations constituted by individuals of different cultures [30,31]. Although MI of the PID-5 has been examined across cultures, sexes, and across clinical and nonclinical samples [32][33][34], the MI of the PID-5-BF is unknown.…”

Psychometric Properties of the Chinese Version of the Personality Inventory for DSM-5 Brief Form in Undergraduate Students and Clinical Patients

“…To the best of our knowledge, this study is the rst to explore MI of the PID-5-BF. Establishment of MI provides evidence of a consistent underlying structure across groups and thus enables group means to be compared [30].…”

The Impact of MOOC Instructor Group Diversity on Review Volume and Rating— Coursera Specialization as an Example

“…It is believed that individuals entering social categories will be depersonalized, seeing themselves as members of the category and generating social identity for the groups to which they belong [17]. At present, research on group diversity has more comprehensively integrated two theories and conducted indepth analyses of the impact of group diversity [18].…”