Comparing Reflective Versus Causal Indicators in Confirmatory Factor Analysis Models: The Case of a Teacher Effectiveness Scale

• In Event: 60.080 - Measurement Issues in Survey Research

Abstract

In this paper, we examine the assumptions behind the popular confirmatory factor analytic model with reflective indicators. We argue that these assumptions are sometimes poorly aligned with the steps researchers take to develop scales and indicators, and can lead to biased inferences. We present an alternative approach, confirmatory factor analysis with reflective indicators which is increasing in popularity and which is better aligned with some scales. We illustrate the implications of this mismatch and strengths of the alternative approach using a scale we developed to measure 6th-12th grade students’ perceptions of their teacher’s pedagogical effectiveness and which we piloted in a diverse group of 1,147 students in 15 schools across North Carolina.

Authors

• Beth Schueler, Harvard University

• Joe McIntyre, Harvard University