Since the EPE content remained unchanged from year to year, yet different students took the EPE each year, evidence of the lack of factorial invariance of EPE between the years would allow for meaningful comparisons of scores from the EPE from different years.
It was observed from the damage identification results that both the GSM and EPE were able to achieve higher identification accuracy than the original PE, and the robustness of the EPE in damage identification was proven to be superior than that of the GSM.
The EPE event has been running since 2008 in an effort to bridge the gap between EU institutions and entrepreneurs.
RQ1: What is the factor structure of the EPE?
The EPE assess three constructs: grammar, reading, and listening.
RQ2: Does the structure of the EPE remain factorially invariant across years?
To summarize, the first research question addresses the factor structure of the EPE.
Sims and Liu (2013) provided support for the content validity and concurrent validity of the EPE.
CFA confirmed that the EPE measures three constructs: grammar proficiency, reading proficiency, and listening proficiency.
The findings could be used to support the claim of stability of the EPE over time.
RQ3: Are the three subsections (grammar, reading, and listening) of the EPE factorially distinct?
