Abstract
The aim of this study was to investigate the comparability of feedback across culturally diverse countries by assessing the measurement invariance in PISA 2015 data. A multi-group confirmatory factor analysis showed that the feedback scale implemented in PISA 2015 was not invariant across countries. The intercepts and residuals of the factor model were clearly not the same, and the factor loadings also differed. Model fit slightly improved when the more individualism-oriented countries were separated from the more collectivism-oriented countries, but not to an acceptable level. This implies that the feedback results from PISA 2015 have a different meaning across countries, and it is necessary to be careful when making cross-cultural comparisons. However, the absence of measurement invariance did not affect the relationship between feedback and science achievement scores. This means that feedback, as measured by PISA 2015, can be compared across culturally different countries, although the current form of this scale lacks important, culturally specific elements.
Highlights
Feedback is considered to be one of the most effective strategies for improving student learning [1]
The first step was to conduct a confirmatory factor analysis (CFA) in order to evaluate the measuremen 3u. sReedsubltys Programme for International Student Assessment (PISA) 2015 using all data; see Figure 1
The analysis revealed some validity issues in the perceived feedback scale
Summary
Feedback is considered to be one of the most effective strategies for improving student learning [1]. It can be defined as ‘information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding’ Whether positive effects of feedback are found depends greatly on how feedback is provided and perceived [1,3,4,5] The latter can differ within and between individuals, and is impacted to some extent by the cultural context [1]
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