What Happens When Econometrics and Psychometrics Collide? An Example Using the PISA Data
By John Jerrim, Luis Alejandro Lopez-Agudo, Ó. Marcenaro-Gutierrez, N. Shure. Social Science Research Network, 2017
125 citations recorded by the source corpus.
International large-scale assessments such as PISA are increasingly being used to benchmark the academic performance of young people across the world. Yet many of the technicalities underpinning these datasets are misunderstood by applied researchers, who sometimes fail to take their complex sample and test designs into account. The aim of this paper is to generate a better understanding amongst economists about how such databases are created, and what this implies for the empirical methodologies one should (or should not) apply. We explain how some of the modelling strategies preferred by economists seem to be at odds with the complex test design, and provide clear advice on the types of robustness tests that are therefore needed when analyzing these datasets. In doing so, we hope to generate a better understanding of international large-scale education databases, and promote better practice in their use.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/fd90215c15d4b5a07969ff57dc6086e875be3fa3
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Citations in the corpus
- Let the Girls Learn! It is Not Only About Math… It's About Gender Social Norms (2018, methodology): “Consequently, multiple imputation is used (by PISA) to create test scores for each pupil in each subject areas regardless of whether they have answered questions on that particular domain or not” (Jerrim et al. 2017).”
- Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates (2020, unknown): “For a detailed discussion of common errors made by economists while using large-scale international assessments see Jerrim et al. (2017).”