Cristin-prosjekt-ID: 565105
Sist endret: 14. desember 2021, 14:52

Cristin-prosjekt-ID: 565105
Sist endret: 14. desember 2021, 14:52
Prosjekt

Latent Variable Factor Mixtures models to track Longitudinal Differentiation Patterns

prosjektleder

Johan Braeken
ved Educational Measurement ved Universitetet i Oslo

prosjekteier / koordinerende forskningsansvarlig enhet

  • Educational Measurement ved Universitetet i Oslo

Finansiering

  • Norges forskningsråd
    Prosjektkode: 261769

Klassifisering

Vitenskapsdisipliner

Statistikk • Pedagogiske fag • Psykologi

Emneord

Psykometri / anvendt statistikk

Kategorier

Prosjektkategori

  • Grunnforskning

Tidsramme

Avsluttet
Start: 1. november 2017 Slutt: 30. april 2022

Beskrivelse Beskrivelse

Tittel

Latent Variable Factor Mixtures models to track Longitudinal Differentiation Patterns

Populærvitenskapelig sammendrag

In everyday educational work or clinical practice, development is something that is aspired, monitored, and worked on to make sure that students learn or patients improve upon their current condition.

Usually, progression addresses the question how far you moved along a ruler and assumes that as long as the same ruler (i.e., measurement instrument) is used, scores can naturally be compared across time. If the ruler would change or what the ruler is trying to measure changed throughout the process, the common ground for comparisons disappears. Hence, you risk comparing apples and oranges.

Yet, in some situations you are unable to use the same ruler or have to redefine what you are measuring, and changing from an apple into an orange would be an actual sign of development!

For instance, we can expect that progressing from the level of a novice student-teacher to the level of a more expert veteran teacher is not simply "growing" more of the same competence, but that instead it actually requires redefining your understanding and definition of the teaching practice. Similarly, the reported quality-of-life of patients might also undergo a response shift as they redefine/re-evaluate what quality of life means for them as a person while disease progresses or impactful events such as operations happen.

In such situations, we need to rethink to what extent simple growth comparisons remain useful and how to provide alternative ways to measure and model such differentiating developmental patterns. This projects aims to develop sound statistical procedures to accommodate the tracking of development in such settings.

Vitenskapelig sammendrag

Developmental processes are key in the social sciences, with individual progression being a core issue. Usually, progression addresses the question how far you moved along a ruler and assumes that as long as the same ruler (i.e., measurement instrument) is used, scores can naturally be compared across time. The technical term for this assumption is longitudinal measurement equivalence (LME). If the ruler would change or what the ruler is trying to measure changed throughout the process, the common ground for comparisons disappears. Hence, you risk comparing apples and oranges. This is problematic when using individual progress profiles for selection decisions in schools and companies.

From this perspective, LME is a threat that needs to be averted, yet in some cases it might actually be an essential sign of appropriate development. The assessment of competence acquisition for student-teachers might be a good example. While at the start of the learning process the different competences might be one undifferentiated pile mainly reflecting general skill, a more differentiated and specialized competence structure is expected to surface through experience and learning opportunities. Hence, for learning progressions of student-teachers it is not only a question of how much the competences changed (i.e., sliding along the same ruler), but of in what way their competences changed.
 
Instead of quantitative growth, focus is on qualitative evolution where the level of differentiation is used as a measure of progression. To study such change patterns, the current project aims to develop sound statistical procedures to accommodate the tracking of intra-individual longitudinal differentiation by creative use of latent variable mixture models that account for inequivalent progress trajectories and individual differences in development. This will foster new research in all scientific domains where individual progression, change, and development is of interest.

prosjektdeltakere

prosjektleder

Johan Braeken

  • Tilknyttet:
    Prosjektleder
    ved Educational Measurement ved Universitetet i Oslo

Saskia Van Laar

  • Tilknyttet:
    Prosjektdeltaker
    ved Educational Measurement ved Universitetet i Oslo

Anne-Catherine Wiersholm Lehre

  • Tilknyttet:
    Lokalt ansvarlig
    ved Educational Measurement ved Universitetet i Oslo
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Resultater Resultater

Random responders in international large-scale assessments in education: A threat to validity?

Van Laar, Saskia; Braeken, Johan. 2021, AEA-Europe 2021 - Assessment for Changing Times: Opportunities and Challenges. UIOPoster

Understanding the Comparative Fit Index: It's all about the base!

Van Laar, Saskia; Braeken, Johan. 2021, Practical Assessment, Research & Evaluation. UIOVitenskapelig artikkel

The impact of inconsistent responders to mixed-worded scales on inferences in international large-scale assessments.

Steinmann, Isa; Sanchez, Daniel; van Laar, Saskia; Braeken, Johan. 2021, Assessment in education: Principles, Policy & Practice. TU, UIOVitenskapelig artikkel

Identifying Inconsistent Respondents to Mixed-Worded Scales in Large-Scale Assessments.

Steinmann, Isa; Braeken, Johan; Strietholt, Rolf. 2021, American Educational Research Association (AERA) Annual Meeting. UIOFaglig foredrag

A Constrained Factor Mixture Analysis Model for Consistent and Inconsistent Respondents to Mixed-Worded Scales.

Steinmann, Isa; Strietholt, Rolf; Braeken, Johan. 2021, Psychological methods. IERI, UIOVitenskapelig artikkel
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