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Large-scale cross-national studies designed to measure student achievement use different social, cultural, economic and other background variables to explain observed differences in that achievement. Prior to their inclusion into a prediction model, these variables are commonly scaled into latent background indices. To allow cross-national comparisons of the latent indices, measurement invariance is assumed. However, it is unclear whether the assumption of measurement invariance has some influence on the results of the prediction model, thus challenging the reliability and validity of cross-national comparisons of predicted results.

large-scale assessments in education

Assuming measurement invariance of background indicators in international comparative educational achievement studies: a challenge for the interpretation of achievement differences