Partial Identification of Mean Achievement in ILSA Studies with Multi-Stage Stratified Sample Design and Student Non-Participation
多阶段分层抽样与学生未参与下国际大型测评平均成绩的部分识别
International large-scale assessment (ILSA) studies collect information across education systems with the objective of learning about the population-wide distribution of student achievement in the assessment. In this article, we study one of the most fundamental threats that these studies face when justifying the conclusions reached about these distributions: the identification problem that arises from student non-participation during data collection. Recognizing that ILSA…