Student Perceptions of Teaching Quality in Five Countries: A Partial Credit Model Approach to Assess Measurement Invariance

This study examines measurement invariance of student perceptions teaching quality collected in five countries: Indonesia (n students = 6,331), the Netherlands 6,738), South Africa 3,422), Korea 6,997) and Spain 4,676). The administered questionnaire was My Teacher Questionnaire (MTQ). Student perceived teachers’ estimated using partial credit model (PCM). Tests for differential item functioning (DIF) were used to assess invariance. Furthermore, if DIF found, it explored whether an application a quasi-international calibration, which estimates country-unique parameters items, can provide more valid between-country comparisons. Results indicate absence non-uniform DIF, but presence uniform among most items. suggests that direct comparisons raw mean or sum scores between countries is not advisable. Details set invariant items are provided. results suggest calibration promising, also this approach needs further exploration context quality.