UV9917V1 – Introduction to International Assessment Databases
The goals of this course are to:
- Familiarize participants with the statistical complexities involved in using international large-scale assessment databases
- Familiarize participants with the data structure of TIMSS and PISA
- Familiarize participants with software currently available to take into account statistical and data complexities of the TIMSS and PISA database
- Prepare users to take into account the statistical complexities and complex data structure when using the databases with commercially available software.
The course will provide an overview of the structure and contents of the TIMSS and PISA databases, as well as an overview of the main design features of these surveys that are relevant for the analysis of their data. The topics covered include:
- Overview of the surveys and available data
- Review of the background questionnaires
- Sampling and design issues and implications for analyses
- Overview of sampling
- Sampling variance estimation
- Assessment design
- Principles of item response theory
- Principles of population modeling and multiple imputations
- Estimating sampling variance
- Using the IDB Analyzer to analyze international large-scale assessment data
- Using the International Data Explorer
- Calculating standard errors with complex designs
- Working with independent and dependent samples
- Working with composite statistics
The general schedule will include both presentations and hands-on practical assignments.
All applicants must hold at least a Master's degree.
All candidates admitted to a PhD-program at the Faculty of Educational Sciences (UV): Apply by using Studentweb
Other applicants: apply through registration form
Registration deadline: January 27th 2017
Maximum participants: 20
Dates: 6th - 7th February 2017
Times: 9:00 to 16:00
Lecturers: Eugenio Gonzalez, PhD (ETS); Leslie Rutkowski, PhD (CEMO)
Location: room 232, Helga Engs hus, University of Oslo
1. Rutkowski, L., Gonzalez, E., Joncas, M., & von Davier, M. (2010). International large-scale assessment data: Issues in secondary analysis and reporting. Educational Researcher, 39(2), 142-151.
2. Rutkowski, L., von Davier, M. Gonzalez, E., & Zhou, Y. (2014). Assessment design for international large-scale assessment. In L. Rutkowski, M. von Davier, & D. Rutkowski (Eds.), Handbook of international large-scale assessment: Background, technical issues, and methods of data analysis. London: Chapman & Hall/CRC Press
3. von Davier, M., Gonzalez, E., & Mislevy, R. J. (2009). What are plausible values and why are they useful? IERI Mongraph Series, 2, 9–36.
4. Wu, M. (2005). The role of plausible values in large-scale surveys. Studies in Educational Evaluation, 31(2), 114–128.
5. Mislevy, R. (1995). What can we learn from international assessments? Educational Evaluation and Policy Analysis, 17(4), 419-437.
6. Rutkowski, D., Rutkowski, L., & von Davier, M. (2014). A brief introduction to modern international large-scale assessment. In L. Rutkowski, M. von Davier, & D. Rutkowski (Eds.), Handbook of international large-scale assessment: Background, technical issues, and methods of data analysis. London: Chapman & Hall/CRC Press
7. Gonzalez, E., & Rutkowski, L. (2010). Principles of multiple matrix booklet designs and parameter recovery in large-scale assessments. IEA-ETS Research Institute Monograph, 3, 125-156.
8. Linn, R. L. (2002). The measurement of student achievement in international studies. Methodological advances in cross-national surveys of educational achievement, 27-57.
9. Chromy, J. (2002). Sampling issues in design, conduct, and interpretation of international comparative studies of school achievement. Methodological advances in cross-national surveys of educational achievement, 80-116
To obtaine 1 study point 80% participation is required.