Measurement invariance across race and gender for the Force Concept Inventory
Measurement invariance across race and gender for the Force Concept Inventory
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DOI：
10.1103/physrevphyseducres.19.020102
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发表时间：
2023-07-06
影响因子：
3.1
通讯作者：
Van Dusen, Ben
中科院分区：
文献类型：
--
作者：
Morley, Alicen;Nissen, Jayson M.;Van Dusen, Ben
教师和研究人员经常使用基于研究的评估来确定教学活动的影响。这些调查往往侧重于多样性、公平性和包容性问题，方法是比较不同社会认同群体(如性别、种族和阶级)的结果。跨群体的比较假设评估在社会认同群体中以相同的方式衡量相同的因素。然而，很少有基于研究的评估有确凿的证据支持这一假设。测量不变性测试提供了有效性证据，证明评估在组内同等地测量潜在因素(例如，牛顿思维或物理同一性)。我们检验了Eaton and Willoughby Five(EW5)因素模型在原力概念量表上的测量不变性。我们发现了在性别(男性和女性)、种族或民族(亚洲人、黑人、西班牙裔、白人和白人西班牙裔)的交叉点上测量不变性的证据。这些结果表明，五个因素上的成绩差异可以进一步理解物理课程的公平性。如果没有测量不变性，这样的工作可能会产生误导性的结果，破坏支持物理课程公平的努力。
Instructors and researchers often use research-based assessments to identify the impact of instructional activities. These investigations often focus on issues of diversity, equity, and inclusions by comparing outcomes across social identity groups (e.g., gender, race, and class). Comparisons across groups assume the assessments measure the same factors in the same way across social identity groups. Very few research-based assessments, however, have validation evidence to support this assumption. Measurement invariance testing provides validity evidence that an assessment measures latent factors (e.g., Newtonian thinking or physics identity) equivalently across groups. We examined the measurement invariance of the Eaton and Willoughby five (EW5) factor model on the Force Concept Inventory. We found evidence for measurement invariance across the intersections of gender (men and women) and race or ethnicity (Asian, Black, Hispanic, White, and White Hispanic). These results indicate that performance differences across the five factors can further understanding of equity in physics courses. Without measurement invariance, such work could produce misleading results that undermine efforts to support equity in physics courses.