A MULTILEVEL ANALYSIS OF SCHOOL EXAMINATION RESULTS
A MULTILEVEL ANALYSIS OF SCHOOL EXAMINATION RESULTS
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DOI：
10.1080/0305498930190401
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发表时间：
1993-01-01
影响因子：
2
通讯作者：
THOMAS, S
中科院分区：
文献类型：
--
作者：
GOLDSTEIN, H;RASBASH, J;THOMAS, S
分析了内伦敦学校的考试成绩数据与入学成绩、学生性别和学校类型的关系。考试成绩是各科目的平均成绩，与数学和英语这两个单独科目的成绩一样被研究。拟合了多层模型，以便研究学校之间的差异。研究表明，学校“残差”或“效应”的置信区间很宽，因此很少有学校可以可靠地分开。特别是，没有合理的学校排名。数学和英语考试成绩的双变量模型被拟合。两个科目的学生水平方差显示从最低到最高的入学成绩组增加，科目之间具有中等高的相关性。本文讨论了这些发现对学校考试和考试成绩“排行榜”的出版的影响。
Data on examination results from inner London schools are analysed in relation to intake achievement, pupil gender and school type. The examination achievement, averaged over subjects, is studied as is achievement in the separate subjects of mathematics and English. Multilevel models are fitted so that the variation between schools can be studied. It is shown that confidence intervals for school 'residuals' or 'effects' are wide, so that few schools can be separated reliably. In particular, no fine rank ordering of schools legitimately can be produced. A bivariate model for mathematics and English examination achievement scores is fitted The student level variance for both subjects is shown to increase from the lowest to the highest intake achievement group, with moderately high correlation between the subjects. Tbe paper discusses the implications of these findings for the publication of 'league tables' of school examination and test scores.