Literaturnachweis - Detailanzeige
| Autor/in | Sempé, Lucas |
|---|---|
| Titel | School-Level Inequality Measurement Based Categorical Data: A Novel Approach Applied to PISA |
| Quelle | In: Large-scale Assessments in Education, 9 (2021), Artikel 9 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Sempé, Lucas) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2196-0739 |
| DOI | 10.1186/s40536-021-00103-7 |
| Schlagwörter | Equal Education; Item Response Theory; Measurement; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Regression (Statistics); Program for International Student Assessment |
| Abstract | This paper introduces a new method to measure school-level inequality based on Item Response Theory (IRT) models. Categorical data collected by large-scale assessments poses diverse methodological challenges hinder measuring inequality due to data truncation and asymmetric intervals between categories. I use family possessions data from PISA 2015 to exemplify the process of computing the measurement and develop a set of country-level mixed-effects linear regression models comparing the predictive performance of the novel inequality measure with school-level Gini coefficients. I find school-level inequality is negatively associated with learning outcomes across many non-European countries. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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