Measurement Invariance: A Missing Tool in Faculty Teaching Evaluation Validation and Research

• In Event: Faculty Evaluative Approaches

Abstract

Defining and measuring teaching quality relate to local and disciplinary differences. Measurement invariance deals with the assumption of comparability of the same measure between groups. Research on the validity of faculty teaching evaluation often ignores the examination of this fundamental assumption. The proposal presents the substative and statistical reasoning for examining measurement invariance, comparing the meaning of the same course evaluation questionnaire between education MA and Ph.D. students, students from two different education programs, and across time. Results reveal a lack of measurement invariance by the latter two variables. Finally, the proposal addresses the implications of lack of comparability for faculty teaching evaluation on faculty and program development.

Author

• Edgar Valencia, Pontificia Universidad Catolica de Chile