Why Use Arbitrary Points Scores: Ordered Categories in Models of Educational Progress
AbstractGraded educational qualifications are commonly treated using arbitrary points scores in modelling educational progress. This paper discusses some of the problems of such pratices from statistical and substantive viewpoint. Random effects models of ordered categorisations are suggested as a preferable way of handling such issues.
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Bibliographic InfoPaper provided by Department of Economics, University of Birmingham in its series Discussion Papers with number 98-23.
Length: 36 pages
Date of creation: 1998
Date of revision:
EDUCATION ; ECONOMIC MODELS;
Other versions of this item:
- A. Fielding, 1999. "Why use arbitrary points scores?: ordered categories in models of educational progress," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 162(3), pages 303-328.
- I22 - Health, Education, and Welfare - - Education - - - Educational Finance
- C52 - Mathematical and Quantitative Methods - - Econometric Modeling - - - Model Evaluation, Validation, and Selection
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- Ivy Liu & Alan Agresti, 2005. "The analysis of ordered categorical data: An overview and a survey of recent developments," TEST: An Official Journal of the Spanish Society of Statistics and Operations Research, Springer, vol. 14(1), pages 1-73, June.
- Erasmus Kersting & Christopher Kilby, 2013. "Aid and Democracy Redux," Villanova School of Business Department of Economics and Statistics Working Paper Series 23, Villanova School of Business Department of Economics and Statistics.
- Antony Fielding, 2004. "Scaling for Residual Variance Components of Ordered Category Responses in Generalised Linear Mixed Multilevel Models," Quality & Quantity: International Journal of Methodology, Springer, vol. 38(4), pages 425-433, August.
- Brown, Sarah & Taylor, Karl & Wheatley Price, Stephen, 2005. "Debt and distress: Evaluating the psychological cost of credit," Journal of Economic Psychology, Elsevier, vol. 26(5), pages 642-663, October.
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