Why Use Arbitrary Points Scores: Ordered Categories in Models of Educational Progress
Graded 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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|Date of creation:||1998|
|Contact details of provider:|| Postal: Edgbaston, Birmingham, B15 2TT|
Web page: http://www.economics.bham.ac.uk
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