The Importance of Sample Weights and Plausible Values in Large-Scale Assessments

Arıkan, Serkan; Özer, Ferah; Şeker, Vuslat; Ertaş, Güneş

doi:10.21031/epod.602765

Cited by 17 publications

(7 citation statements)

References 20 publications

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“…Teacher-level variables are shown in Table 2. Also, Arıkan et al (2020) suggested using sample weights and plausible values in data analysis in large-scale international assessments. Thus, a multilevel structure was taken into account using five plausible values and sample weights.…”

Section: Discussionmentioning

confidence: 99%

“…For example, teaching limited by students' needs was not correlated with mathematics achievement on TIMSS 2015 in Dinaric region countries such as Albania, Croatia, Kosova, and Serbia (Elezović et al, 2022); but was negatively correlated in Turkey (Sarı et al, 2017). In addition, the studies have shown that there were many differences between schools in Turkey, and therefore multilevel analyzes should be made according to schools (Akyüz-Aru, 2020;Arıkan et al, 2020;Sarı et al, 2017). However, Suna and Özer (2021) pointed out that the difference in achievement between schools decreased partially in TIMSS 2019 compared to other TIMSS assessments.…”

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Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement

BAŞARAN

Çakan

2022

Kuramsal Eğitimbilim

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This correlative study examined the role of teacher qualities and working conditions in 4 th and 8 thgrade Turkish students' mathematics achievement in TIMSS 2019. Teacher qualifications were defined based on the teacher questionnaire used in TIMSS 2019 and were discussed in three categories: personal characteristics, teacher qualifications, and teacher practices. Data were analyzed using multilevel regression analysis. According to the results, working conditions explained most of the variance in the achievement scores (49% in the 4 th -grade and 40% in the 8 th -grade), while teachers' characteristics explained the least variance (19% in the 4 th -grade and 11% in the 8 thgrade). Teacher qualifications explained about one-third of the between-schools variance (35% in the 4 th -grade and 26% in the 8 th -grade). Teacher practices explained the one-fifth of the between-schools variance (23% in the 4 th -grade and 27% in the 8 th -grade). Some variables had a high correlation with TIMSS achievement in 4 th and 8 th -grade, such as teachers' age, experience, teaching limited by students not ready for instruction, and parental pressure on teachers. Other significant predictors were having a major in education and mathematics, bringing interesting materials to class, using long-term assessment projects, having too many administrative tasks, and the number of students in the class.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement

BAŞARAN

Çakan

2022

Kuramsal Eğitimbilim

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“…The use of MANCOVA is important for two reasons. First, academic achievement indicators are expressed as possible values in item responses in theory-based large-scale studies such as the PISA and TIMSS, and researchers recommend considering all possible values for unbiased results (Arıkan et al, 2020;Rutkowski et al, 2010). MANCOVA enables simultaneous analysis of all possible values (5 possible values in the TIMSS and 10 possible values in the PISA, respectively) as dependent variables.…”

Section: Data Collection and Analysismentioning

confidence: 99%

The Relationship of Preschool Attendance with Academic Achievement and Socioeconomic Status in Turkey

Suna

Özer

2022

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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Preschool education plays a critical role in mitigating the opportunity gap between children through providing basic skills in early childhood. Within this scope, the G20 countries have implemented diverse policies to increase preschool attendance in their respective contexts. Turkey took solid steps to expand preschool education after 2010, leading to a significant increase in schooling rates. However, studies show that attendance in preschool education is still strongly linked with students' socioeconomic status (SES) in Turkey. Thus, the present study aims to evaluate the relationship between preschool education attendance and students' academic achievement in Turkey, and to determine the role of SES within this relationship. PISA and TIMSS data were used to study this relationship across age levels. Differences between schooling rates were analyzed with the z-ratio test for independent groups, and the significance of the differences between group means was analyzed through MANCOVA. The findings showed that access to preschool education increased significantly over the years, but despite these improvements, preschool attendance continued to be linked with SES. Students in higher SES quartiles demonstrated both higher schooling rates and longer participation in preschool education. The findings consistently indicated significant differences in preschool attendance between SES groups. While there were significant relationships between preschool attendance and academic achievement, these relationships were strongest for students aged 10-11. The relationship between preschool attendance and literacy for 15-year-old students was also significant, but the strength of this relationship was relatively weak. Lastly, this study revealed that the strength of the relationship between preschool education attendance and academic achievement decreases when SES is controlled. The results emphasized the importance of the recent steps taken by Turkey's Ministry of National Education to increase access to preschool education.

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“…For this reason, it is recommended to make a multivariate analysis that considers all these values to avoid bias (Wu, 2015). In other words, approaches such as choosing only one of the possible values or reducing it to a single value such as average are not recommended because they may cause information loss and biased results (Arıkan, Özer, Şeker, & Ertaş., 2020;Rutkowski, Gonzalez, Joncas and von Davier., 2010;Tat, Koyuncu, & Gelbal, 2019). In the study, HLM 8 software was used to calculate the intraclass correlation and to perform multilevel regression analysis.…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…In this context, the number or percentage of schools represented in the population by the schools selected as sampling similar to students may also vary. In this manner, sampling weights should be used in order for the unbiased estimates to represent the population (Arıkan et al, 2020;Rutkowski, 2010;Tat, Koyuncu, & Gelbal, 2019). In the TIMSS, both students and schools are weighted and selected by a two-stage sampling methodology (Rutkowski et al, 2010;Mullis et al, 2020).…”

Section: Data Collection and Analysismentioning

confidence: 99%

The Achievement Gap between Schools and Relationship between Achievement and Socioeconomic Status in Turkey

Suna

Özer

2021

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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Nowadays, the performances of education systems are monitored through national and international large-scale studies. In these studies, besides the academic performance of the countries, their status regarding equality in education is also considered. In large-scale studies the relationship between the socioeconomic status and academic achievement and the achievement gap between schools are emphasized. The achievement gap between schools is considered a chronic problem of Turkey, and socioeconomic differences are also considered to be one of the elements of this problem. In this study, the achievement gap between schools and the relationship between socioeconomic status and academic achievement in Turkey were examined through data regarding the last three cycles of TIMSS. For this purpose, multilevel regression analysis was used. The findings showed that although the mean score of Turkey increased between the 2011 and 2019 cycles, the relationship between socioeconomic characteristics and achievement remained at a similar level, with a partial decrease in 2019. These results show that despite the significant increase in Turkey's TIMSS performance in the last cycles, the share of socioeconomic levels on this performance does not increase simultaneously. Another result showed that the achievement gap between schools increased in the last cycle at both grades. Although the relationship between socioeconomic status and achievement does not increase, the widening of the achievement gap between schools may indicate that within-school factors might have stronger relations with achievement. Results revealed that the performance of Turkey in TIMSS increased significantly at 8 th grade, and the relationship between socioeconomic status and achievement decreased partially; however, the alleviation of the achievement gap between schools remained a development area for Turkey. Although the relationship between socioeconomic status and academic achievement decreased in the 2019 cycle, the current socioeconomic status role increased the importance of compensating students' socioeconomic disadvantages through educational support programs.

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The Importance of Sample Weights and Plausible Values in Large-Scale Assessments

Cited by 17 publications

References 20 publications

Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement

Role of Teacher Quality and Working Conditions in TIMSS 2019 Mathematics Achievement

The Relationship of Preschool Attendance with Academic Achievement and Socioeconomic Status in Turkey

The Achievement Gap between Schools and Relationship between Achievement and Socioeconomic Status in Turkey

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