An investigation of the measurement of the measurement between speaking countries of different languages of the PISA 2015 mathematics literacy test

The aim of this study is to examine the measurement invariance of the PISA 2015 Mathematics literacy test among the countries that speak different languages. In this study conducted with the relational survey model, booklet 54 was used and 12 countries and 2816 students who speak different languages were included in the study. First, confirmatory factor analysis was performed for all groups and it was determined that the measurement model was confirmed in all groups. Then, in order to test the equality of the covariance matrices, the stages of measurement invariance were applied respectively. It was found that the model provided the stage of structural and metric invariance but did not provide the stage invariance. As a result, the analysis was finalized and the results of the study showed that there was no measurement invariance between the 12 countries speaking different languages.