Trude Nilsen (presenting author), Ole Kristian Bergem, Ronny Scherer, Hege Kaarstein, Arne Hole, Liv Sissel Grønmo Instructional quality (InQua), comprising at least four core dimensions (i.e., cognitive activation, teacher support, clarity of instruction and classroom management), has been shown to be positively related to both student achievement and motivation in a number of studies (e.g., Baumert et al., 2010; Fauth et al., 2014; Klieme, Pauli, & Reusser, 2009). Since most of these studies focused on one grade only, the questions arise whether (a) the measurement of InQua is comparable across grades, and (b) whether differential effects of InQua on student outcomes exist (Seidel & Shavelson, 2007). Based on the national optional items used in TIMSS 2015 and TIMSS Advanced 2015, the aim of this paper is to investigate measurement invariance and the differential effects across grades 4, 5, 8, 9, and 13 in Norway. We will first apply multi-group two-level confirmatory factor analysis (MG-MCFA) using Mplus (Muthén & Muthén, 1998-2014) to test each of the four InQua dimensions for invariance across grades. As InQua will be measured at the student and the classroom level, we investigate invariance at both levels. In particular, we specify a configural model, in which the four dimensions of InQua and the pattern specified in the loading matrices are equal across grades. Building up on this model, metric invariance additionally constrains the factor loadings to equality. Finally, scalar invariance assumes that the item intercepts are equal across grades in addition to the factor loadings. We evaluate these three invariance models with respect to their overall goodness-of-fit and the changes in fit statistics. To ensure that the relations between the dimensions of InQua and student motivation can be compared across grades, at least the assumption of metric invariance needs to hold (Millsap, 2011). In this case, we investigate these relations and compare them across the five groups by extending the MG-MCFA to a multi-group two-level structural equation model. Seeing how grade 4 and 5 belong to elementary school, grade 8 and 9 belong to lower secondary, and grade 13 to upper secondary school, we expect metric, but not scalar invariance across grades. We further expect supportive climate and cognitive activation to have the largest influence on student motivation in accordance with previous research (Fauth et al., 2014). Our study contributes to a deeper understanding of InQua within the field internationally, and are particularly relevant for reforms of teacher education and further development of in-service courses.

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