ERIC Number: EJ1328408
Record Type: Journal
Publication Date: 2022
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0973
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Available Date: N/A
Complex Sampling Designs in Large-Scale Education Surveys: A Two-Level Sample Distribution Approach
Shen, Ting; Konstantopoulos, Spyros
Journal of Experimental Education, v90 n2 p469-485 2022
Large-scale education data are collected via complex sampling designs that incorporate clustering and unequal probability of selection. Multilevel models are often utilized to account for clustering effects. The probability weighted approach (PWA) has been frequently used to deal with the unequal probability of selection. In this study, we examine the performance of an intuitive, easy to implement approach named the sample distribution approach (SDA) that utilizes Markov Chain Monte Carlo (MCMC) methods and Bayesian inference. Our simulation design focused on clustering effects, represented by the Intraclass Correlation (ICC) and on the sample size of the cluster. We analyzed a large-scale educational assessment dataset (Early Childhood Longitudinal Study -- Kindergarten 2011) to compute estimates for the simulation. Findings reveal that the SDA overall generated reliable posterior distributions of parameters and had small error variances. In addition, although design informativeness is important, the ICC and cluster sample size factors had little impact on the performance of this model-based approach.
Descriptors: Data Collection, Educational Research, Hierarchical Linear Modeling, Bayesian Statistics, Sampling, Markov Processes, Monte Carlo Methods, Statistical Inference, Simulation, Longitudinal Studies, Kindergarten, Probability
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
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Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
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Author Affiliations: N/A