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ERIC Number: EJ1093558
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0895-7347
Multilevel Latent Class Analysis for Large-Scale Educational Assessment Data: Exploring the Relation between the Curriculum and Students' Mathematical Strategies
Fagginger Auer, Marije F.; Hickendorff, Marian; Van Putten, Cornelis M.; Béguin, Anton A.; Heiser, Willem J.
Applied Measurement in Education, v29 n2 p144-159 2016
A first application of multilevel latent class analysis (MLCA) to educational large-scale assessment data is demonstrated. This statistical technique addresses several of the challenges that assessment data offers. Importantly, MLCA allows modeling of the often ignored teacher effects and of the joint influence of teacher and student variables. Using data from the 2011 assessment of Dutch primary schools' mathematics, this study explores the relation between the curriculum as reported by 107 teachers and the strategy choices of their 1,619 students, while controlling for student characteristics. Considerable teacher effects are demonstrated, as well as significant relations between the intended as well as enacted curriculum and students' strategy use. Implications of these results for both more theoretical and practical educational research are discussed, as are several issues in applying MLCA and possibilities for applying MLCA to different types of educational data.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands