Why use arbitrary points scores? Ordered categories in models of educational progress

Authors
Fielding, A.
Year
1999
Journal
Journal of the Royal Statistical Society: Series A, 162:3, 303-328
DOI
10.1111/1467-985X.00137
Abstract

Much statistical modelling of random effects on ordered responses, particularly of grades in educational research, continues to use linear models and to treat the responses through arbitrary scores. Methodological and software developments now facilitate the proper treatment of such situations through more realistic generalized random-effects models. This paper reviews some methodological comparisons of these approaches. It highlights the flexibility offered by the macro facilities of the multilevel random-effects software MLwiN. It considers applications to an analysis of primary school educational progress from reception to England and Wales national curriculum key stage 1 mathematics. By contrasting the results from generalized modelling and scoring approaches it draws some conclusions about the theoretical, methodological and practical options that are available. It also considers that results of generalized random-model estimation may be more intelligible to users of analytical results.

Number of levels
2
Model data structure
Response types
Multivariate response model?
No
Longitudinal data?
No
Substantive discipline
Substantive keywords
Paper submitted by
Anthony Fielding, Graduate School of Education (Bristol) , economics (Birmingham), University of Bristol, University of Birmingham, antony.fielding@bristol.ac.uk, a.fielding@bham.ac.uk
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