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

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  • Giorgina Brown
  • John Micklewright
  • Sylke V. Schnepf
  • Robert Waldmann

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.

Suggested Citation

  • Giorgina Brown & John Micklewright & Sylke V. Schnepf & Robert Waldmann, 2007. "International surveys of educational achievement: how robust are the findings?," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 170(3), pages 623-646, July.
  • Handle: RePEc:bla:jorssa:v:170:y:2007:i:3:p:623-646
    DOI: 10.1111/j.1467-985X.2006.00439.x
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    File URL: https://doi.org/10.1111/j.1467-985X.2006.00439.x
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    References listed on IDEAS

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    1. Kevin Denny, 2002. "New methods for comparing literacy across populations: insights from the measurement of poverty," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 165(3), pages 481-493, October.
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