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Sex differences in sum scores may be hard to interpret: the importance of measurement invariance [corrected] [published erratum appears in ASSESSMENT 2010 Jun;17(2):278].

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Title: Sex differences in sum scores may be hard to interpret: the importance of measurement invariance [corrected] [published erratum appears in ASSESSMENT 2010 Jun;17(2):278].
Authors: Slof-Op 't Landt MCT (AUTHOR), van Furth EF (AUTHOR), Rebollo-Mesa I (AUTHOR), Bartels M (AUTHOR), van Beijsterveldt CEM (AUTHOR), Slagboom PE (AUTHOR), Boomsma DI (AUTHOR), Meulenbelt I (AUTHOR), Dolan CV (AUTHOR)
Source: Assessment. Dec2009, Vol. 16 Issue 4, p415-423. 9p.
Abstract: In most assessment instruments, distinct items are designed to measure a trait, and the sum score of these items serves as an approximation of an individual's trait score. In interpreting group differences with respect to sum scores, the instrument should measure the same underlying trait across groups (e.g., male/female, young/old). Differences with respect to the sum score should accurately reflect differences in the latent trait of interest. A necessary condition for this is that the instrument is measurement invariant. In the current study, the authors illustrate a stepwise approach for testing measurement invariance with respect to sex in a four-item instrument designed to assess disordered eating behavior in a large epidemiological sample (1,195 men and 1,507 women). This approach can be applied to other phenotypes for which group differences are expected. Any analysis of such variables may be subject to measurement bias if a lack of measurement invariance between grouping variables goes undetected. [ABSTRACT FROM AUTHOR]
Copyright of Assessment is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Sex differences in sum scores may be hard to interpret: the importance of measurement invariance [corrected] [published erratum appears in ASSESSMENT 2010 Jun;17(2):278].
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  Data: <searchLink fieldCode="JN" term="%22Assessment%22">Assessment</searchLink>. Dec2009, Vol. 16 Issue 4, p415-423. 9p.
– Name: Abstract
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  Data: In most assessment instruments, distinct items are designed to measure a trait, and the sum score of these items serves as an approximation of an individual's trait score. In interpreting group differences with respect to sum scores, the instrument should measure the same underlying trait across groups (e.g., male/female, young/old). Differences with respect to the sum score should accurately reflect differences in the latent trait of interest. A necessary condition for this is that the instrument is measurement invariant. In the current study, the authors illustrate a stepwise approach for testing measurement invariance with respect to sex in a four-item instrument designed to assess disordered eating behavior in a large epidemiological sample (1,195 men and 1,507 women). This approach can be applied to other phenotypes for which group differences are expected. Any analysis of such variables may be subject to measurement bias if a lack of measurement invariance between grouping variables goes undetected. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Assessment is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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