International surveys of educational achievement: how robust are the findings?

Giorgina Brown, John Micklewright (), Sylke Schnepf and Robert Waldmann ()

Journal of the Royal Statistical Society Series A, 2007, vol. 170, issue 3, 623-646

Abstract: Summary. International surveys of educational achievement and functional literacy are increasingly common. We consider two aspects of the robustness of their results. First, we compare results from four surveys: the Trends in International Maths and Science Study, the Programme for International Student Assessment, the Progress in International Reading Literacy Study and the International Adult Literacy Survey. This contrasts with the standard approach which is to analyse just one survey in isolation. Second, we investigate whether results are sensitive to the choice of item response model that is used by survey organizers to aggregate respondents’ answers into a single score. In both cases we focus on countries’ average scores, the within‐country differences in scores and on the association between the two.

Date: 2007
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (36)

Downloads: (external link)
https://doi.org/10.1111/j.1467-985X.2006.00439.x

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bla:jorssa:v:170:y:2007:i:3:p:623-646

Ordering information: This journal article can be ordered from
http://ordering.onli ... 1111/(ISSN)1467-985X

Access Statistics for this article

Journal of the Royal Statistical Society Series A is currently edited by A. Chevalier and L. Sharples

More articles in Journal of the Royal Statistical Society Series A from Royal Statistical Society Contact information at EDIRC.
Bibliographic data for series maintained by Wiley Content Delivery ().