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Educational and Psychological Measurement
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Historical Views of Invariance: Evidence from the Measurement Theories of Thorndike, Thurstone, and Rasch

George Engelhard, Jr.

Emory University

The purpose of this study is to provide a historical perspective on the concept of invariance within measurement theory. Two major classes of invariant measurement are described—sample-invariant item calibration and item-invariant measurement of individuals. The work of Stevens is used to help clarify the concept of invariance. The importance of invariance as a key measurement concept is then illustrated with the measurement theories of Thorndike, Thurstone, and Rasch. A case is made for viewing invariance as a fundamental aspect of measurement in the behavioral sciences; invariance appears to be essential in order to realize the advantages of objective measurement.

Educational and Psychological Measurement, Vol. 52, No. 2, 275-291 (1992)
DOI: 10.1177/0013164492052002003
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