Dergiler / Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi / 2020 / Cilt: 11 - Sayı: 1

The Importance of Sample Weights and Plausible Values in Large-Scale Assessments

Sayfa
43–60
Yayın Tarihi
2020-03-24
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

In this study, t-test and multiple regression analyses conducted by IDB Analyzer and multilevel regression analysis by Mplus were exemplified.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:International large-scale assessments such as PISA (The Programme for International Student Assessment), PIAAC (The Programme for the International Assessment of Adult Competencies) and TIMSS (Trends in International Mathematics Science Study), play a key role in determining educational policies besides their primary objectives of measuring, evaluating and monitoring the educational process.
📊
Temel Bulgular & Veri:Therefore, it is critical to analyze the data gathered from the large scale assessments using scientifically accurate statistical methods as the results have the potential to influence millions of stakeholders through major policy changes.
💡
Sonuç & Katkı:In this study, t-test and multiple regression analyses conducted by IDB Analyzer and multilevel regression analysis by Mplus were exemplified.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Sample weights · plausible values · large scale assessment

Abstract

International large-scale assessments such as PISA (The Programme for International Student Assessment), PIAAC (The Programme for the International Assessment of Adult Competencies) and TIMSS (Trends in International Mathematics Science Study), play a key role in determining educational policies besides their primary objectives of measuring, evaluating and monitoring the educational process. Therefore, it is critical to analyze the data gathered from the large scale assessments using scientifically accurate statistical methods as the results have the potential to influence millions of stakeholders through major policy changes. Analysis of these data that consists of hundreds of different genuine variables requires expertise and using specific methods. This study illustrates issues to be considered while analyzing PISA, PIAAC and TIMSS data by presenting relevant syntax and exemplifying the possible incorrect results that might be encountered. In Turkey, there are very limited courses that focus on large scale data analysis. Workshops are also very limited to reach major groups. The aim of this study is to raise awareness related to sample weights and plausible values. Comparative findings of the study showed that without using sample weights and plausible values there is a high probability to get incorrect results. In this study, t-test and multiple regression analyses conducted by IDB Analyzer and multilevel regression analysis by Mplus were exemplified.

🔖

Bu Makaleye Atıf Yap

ARIKAN, S., ÖZER, F., ŞEKER, V., ERTAŞ, G. (2020). The Importance of Sample Weights and Plausible Values in Large-Scale Assessments. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, Cilt: 11 - Sayı: 1, 43–60. https://ajindex.com/articles/137310

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (10)

  1. Addey, C., & Sellar, S. (2018). Why do countries participate in PISA? Understanding the role of international large-scale assessments in global education policy. In A. Verger, M. Novelli & H. Kosar-Altınyeken (Eds.), Global education policy and international development: New agendas, issues and policies, (pp. 97-118).
  2. New York, NY: Bloomsbury Publishing. Addey, C., Sellar, S., Steiner-Khamsi, G., Lingard, B., & Verger A. (2017). Forum discussion: The rise of international large-scale assessments and rationales for participation. Compare, 47(3), 434-452. doi:10.1080/03057925.2017.1301399 Aydın, A., Selvitopu, A., & Kaya, M. (2018). Eğitime yapılan yatırımlar ve PISA 2015 sonuçları karşılaştırmalı bir inceleme. İlköğretim Online, 17(3), 1283-1301.
  3. Bialecki, I., Jakubowski, M., & Wiśniewski, J. (2017). Education policy in Poland: The impact of PISA (and other international studies). European Journal of Education, 52(2), 167-174.
  4. Carvalho, L. M. & Estela Costa, E. (2015) Seeing education with one's own eyes and through PISA lenses: considerations of the reception of PISA in European countries, Discourse: Studies in the Cultural Politics of Education, 36(5), 638-646. doi:10.1080/01596306.2013.871449 Ertl, H. (2006). Educational standards and the changing discourse on education: The reception and consequences of the PISA study in Germany. Oxford Review of Education, 32(5), 619-634.
  5. Figazzolo, L. (2009). Testing, ranking, reforming: Impact of PISA 2006 on the education policy debate. Brussels: Education International. Froese-Germain, B. (2010).
  6. The OECD, PISA and the impacts on educational policy. Canadian Teachers’ Federation (NJ1). Retrieved from http://eric.ed.gov/?id=ED532562
  7. Gonzalez, E. J. (2012). Rescaling sampling weights and selecting mini-samples from large-scale assessment databases. IERI Monograph Series: Issues and Methodologies in Large-Scale Assessments, 5, 117–134.
  8. Gür, B. S., Celik, Z., & Özoğlu, M. (2012). Policy options for Turkey: A critique of the interpretation and utilization of PISA results in Turkey. Journal of Education Policy, 27(1), 1-21.
  9. Hamilton, L. (2003). Assessment as a policy tool. Review of research in education, 27(1), 25-68. International Association for the Evaluation of Educational Achievement (IEA) (2019). IDB Analyzer (version 4.0). Hamburg, Germany: IEA Hamburg. Landahl, J. (2018): De-scandalisation and international assessments: the reception of IEA surveys in Sweden during the 1970s.
  10. Globalisation, Societies and Educati