Estimation of Error Components in Cohort Studies: A Cross-Cohort Analysis of Dutch Mathematics Achievement

Autor/inn/en	Keuning, Jos; Hemker, Bas
Titel	Estimation of Error Components in Cohort Studies: A Cross-Cohort Analysis of Dutch Mathematics Achievement
Quelle	In: Educational Research and Evaluation, 20 (2014) 3, S.199-209 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2014.893832
Schlagwörter	Foreign Countries; Cohort Analysis; Statistical Analysis; Error of Measurement; Generalizability Theory; Mathematics Achievement; Secondary School Students; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Kohortenanalyse; Statistische Analyse; Messfehler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Niederlande
Abstract	The data collection of a cohort study requires making many decisions. Each decision may introduce error in the statistical analyses conducted later on. In the present study, a procedure was developed for estimation of the error made due to the composition of the sample, the item selection procedure, and the test equating process. The math results for 15-year-olds in the Dutch cohort study COOL[superscript 5-18] were used to illustrate how to account for the different sources of error in a cross-cohort analysis. Results showed the error variances to be severely underestimated if they were calculated under the common assumption of a simple random sample. The impact of ignoring error variance clearly manifested when the students' mathematical achievements were examined. Whereas analyses under the assumption of a simple random sample resulted in a significant downward trend in achievement, alternative analyses showed this conclusion not to be solidly supported by the data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10