An Exploratory Alternative Approach for Student Non Response Weight Adjustment

Autor/in	Monseur, Christian
Titel	An Exploratory Alternative Approach for Student Non Response Weight Adjustment
Quelle	In: Studies in Educational Evaluation, 31 (2005) 2-3, S.129-144 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0191-491X
DOI	10.1016/j.stueduc.2005.05.006
Schlagwörter	Small Schools; Research Methodology; Educational Assessment; School Surveys; Bias; Evaluation Methods; Educational Research; Response Rates (Questionnaires); Responses; Program for International Student Assessment + Suchen Sie Ihr Suchwort? School; Schools; Schule; Research method; Forschungsmethode; Education; assessment; Bewertungssystem; Bildungsforschung; Pädagogische Forschung; Antwortkontrolle
Abstract	Large scale surveys in education have to face non-response issues that might bias the results. Non-response can occur at three levels: (i) a school refuses to participate, (ii) a sample student fails to participate and (iii) a participating student refuses to answer a particular question. Until now schools and student non-response have been counterbalanced by a non-response weight adjustment. This assumes that both the school and student non-respondents have similar characteristics to the school and student respondents, respectively, within classes. In this article results of analyses conducted on the Student Tracking Form data of the OECD/PISA 2000 survey are presented. The non-randomness of student absenteeism or refusal is demonstrated. Then, a simulation that compares the relative efficiency of the student weight adjustment with a multiple imputation method is presented where the superiority of the multiple imputation method, in particular for educational systems with a small school variance is shown. Finally, the multiple imputation method applied to some PISA 2000 countries identifies biases that become substantial in a longitudinal perspective. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10