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dc.contributor.authorKalender, İlkeren_US
dc.contributor.authorBerberoğlu, G.en_US
dc.date.accessioned2020-02-05T07:26:49Z
dc.date.available2020-02-05T07:26:49Z
dc.date.issued2019
dc.identifier.issn1300-5340
dc.identifier.urihttp://hdl.handle.net/11693/53077
dc.description.abstractThe invariance in the scores of student rating of instruction was studied across high and low achieving classrooms. Achievement levels were determined by the two criteria such as self-reported expected grades and end of semester grades. The data included 625 classrooms. The equality of (i) factorial structure, (ii) factor loadings, (iii) item intercepts, and (iv) error variances of the 7 item rating scale were studied across these groups. With respect to self-reported expected grades, high and low achieving classes produced invariant scale characteristics except strict invariance. On the other hand, with respect to end of semester grades, full equality in item intercepts and error variances were not achieved. It seems that comparing the rating results across the classrooms and courses independent of the achievement levels of the students may be misleading especially for the high-stake decisions since the origin of the scale is not the same across high and low achieving groups.en_US
dc.language.isoEnglishen_US
dc.source.titleHacettepe Üniversitesi Eğitim Fakültesi Dergisien_US
dc.relation.isversionofhttps://dx.doi.org/10.16986/HUJE.2018045408en_US
dc.subjectStudent rating of instructionen_US
dc.subjectInvariance of student ratingsen_US
dc.subjectMeasurement equivalenceen_US
dc.subjectMulti-group confirmatory factor analysisen_US
dc.subjectValidity of student ratingsen_US
dc.titleThe measurement invariance of university students’ ratings of instructionen_US
dc.title.alternativeÜniversitede öğretimi değerlendirme puanlarının ölçme değişmezliğien_US
dc.typeArticleen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage402en_US
dc.citation.epage417en_US
dc.citation.volumeNumber34en_US
dc.citation.issueNumber2en_US
dc.identifier.doi10.16986/HUJE.2018045408en_US
dc.publisherHacettepe Universityen_US
dc.contributor.bilkentauthorKalender, İlker
dc.identifier.eissn2536-4758


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