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

本研究调查了在五个国家收集的学生对教学质量感知的测量不变性：印度尼西亚（n 名学生 = 6,331）、荷兰（n 名学生 = 6,738）、南非（n 名学生 = 3,422）、韩国（n 名学生 = 6,997）和西班牙（n 个学生 = 4,676）。管理的问卷是我的老师问卷（MTQ）。使用部分学分模型（PCM）估计学生感知教师的教学质量。差分项目功能 (DIF) 测试用于评估测量不变性。此外，如果发现 DIF，则探讨了应用准国际校准（估计 DIF 项目的国家独特参数）是否可以为国家间比较提供更有效的估计。结果表明不存在不均匀的 DIF，但在大多数项目中存在统一的 DIF。这表明直接比较国家之间的原始平均分或总分是不可取的。提供了一组不变项的详细信息。此外，结果表明准国际校准是有前途的，但这种方法也需要在学生对教学质量的看法的背景下进一步探索。