Exploiting TIMSS and PIRLS combined data: multivariate multilevel modelling of student achievement

DOI10.1214/16-AOAS988MaRDI QIDQ512454zbMATHOpenAlexFDO

Authors Leonardo Grilli, Fulvia Pennoni, Carla Rampichini, Isabella Romeo

Publication date 24 February 2017

Published in The Annals of Applied Statistics (Search for Journal in Brave)

Full work available at URL https://arxiv.org/abs/1409.2642

zbMATH Keywords

multiple imputationplausible valueshierarchical linear modellarge-scale assessment dataschool effectivenesssecondary data analysis

Mathematics Subject Classification ID

Sampling theory, sample surveys (62D05) Applications of statistics to psychology (62P15)

Abstract: We exploit a multivariate multilevel model for the analysis of the Italian sample of the TIMSS&PIRLS 2011 Combined International Database on fourth grade students. The multivariate approach jointly considers educational achievement on Reading, Mathematics and Science, thus allowing us to test for differential associations of the covariates with the three outcomes, and to estimate the residual correlations between pairs of outcomes at student and class levels. Multilevel modelling allows us to disentangle student and contextual factors affecting achievement. We also account for territorial differences in wealth by means of an index from an external source. The model residuals point out classes with high or low performance. As educational achievement is measured by plausible values, the estimates are obtained through multiple imputation formulas. The results, while confirming the role of traditional student and contextual factors, reveal interesting patterns of achievement in Italian primary schools.

Recommendations

• Bivariate multilevel models for the analysis of mathematics and reading pupils' achievements
• A multilevel structured latent curve model for disaggregating student and school contributions to learning
• Evaluating class and school effects on the joint student achievements in different subjects: a bivariate semiparametric model with random coefficients
• Identifying and supporting academically low-performing schools in a developing country: an application of a specialized multilevel IRT model to PISA-D assessment data

Cited in

(12)

• Studying the relationship between anxiety and school achievement: evidence from PISA data
• Identifying and supporting academically low-performing schools in a developing country: an application of a specialized multilevel IRT model to PISA-D assessment data
• Assessing maths learning gaps using Italian longitudinal data
• Bivariate multilevel models for the analysis of mathematics and reading pupils' achievements
• Student and school performance across countries: a machine learning approach
• A two-step estimator for multilevel latent class analysis with covariates
• A multilevel finite mixture item response model to cluster examinees and schools
• Heterogeneity, school-effects and the north/south achievement gap in Italian secondary education: evidence from a three-level mixed model
• A multilevel structured latent curve model for disaggregating student and school contributions to learning
• On generating plausible values for multilevel modelling with large‐scale‐assessment data
• Evaluating class and school effects on the joint student achievements in different subjects: a bivariate semiparametric model with random coefficients
• Using plausible values in secondary analysis in large-scale assessments

This page was built for publication: Exploiting TIMSS and PIRLS combined data: multivariate multilevel modelling of student achievement

Report a bug (only for logged in users!)Click here to report a bug for this page (MaRDI item Q512454)