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dc.contributor.authorCaro, Daniel H.en
dc.contributor.authorKyriakides, Leonidasen
dc.contributor.authorTelevantou, Iouliaen
dc.creatorCaro, Daniel H.en
dc.creatorKyriakides, Leonidasen
dc.creatorTelevantou, Iouliaen
dc.date.accessioned2021-01-22T10:28:16Z
dc.date.available2021-01-22T10:28:16Z
dc.date.issued2018
dc.identifier.issn0969-594X
dc.identifier.urihttp://gnosis.library.ucy.ac.cy/handle/7/62122
dc.description.abstractOmitted prior achievement bias is pervasive in international assessment studies and precludes causal inference. For example, reported negative associations between student-oriented teaching strategies and student performance are against expectations and might actually reflect omitted prior achievement bias. Namely, that these teaching strategies are negatively correlated with unobserved prior achievement performance, because teachers offer more support to lower performing students, and not that these strategies cause lower performance. This paper examines omitted prior achievement bias in teaching effects with prior achievement data available for students in England participating in the Progress in International Reading Literacy Study. Further, it proposes an analytical approach to account for omitted prior achievement bias in international estimates. The paper argues that the bias is not simply a technical artefact, but reflects educational mechanisms unobserved in international assessment studies, which can be captured with matched assessment data-sets or with evidence from previous studies. Estimates of these mechanisms can be used to postulate scenarios of the bias across education systems and thereby adjust international estimates of teaching effects as if prior achievement were observed. Potentials and limitations of this approach for studying educational effectiveness with international assessment data are discussed.en
dc.sourceAssessment in Education: Principles, Policy & Practiceen
dc.source.urihttps://doi.org/10.1080/0969594X.2017.1353950
dc.titleAddressing omitted prior achievement bias in international assessments: an applied example using PIRLS-NPD matched dataen
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1080/0969594X.2017.1353950
dc.description.volume25
dc.description.issue1
dc.description.startingpage5
dc.description.endingpage27
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.contributor.orcidKyriakides, Leonidas [0000-0002-7859-5126]
dc.gnosis.orcid0000-0002-7859-5126


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