Σύγκριση μεθόδων
Εξετάστε τις επιλεγμένες μεθόδους δίπλα-δίπλα· οι γραμμές που διαφέρουν επισημαίνονται.
| Σχεδιασμός Περίπτωσης-Υποομάδας× | Μοντελοποίηση Προστιθέμενης Αξίας× | |
|---|---|---|
| Πεδίο | Ψυχομετρία | Ψυχομετρία |
| Οικογένεια | Latent structure | Latent structure |
| Έτος προέλευσης≠ | 1986 | 1998 |
| Δημιουργός≠ | Ross Prentice | William Sanders, Sandra Horn |
| Τύπος≠ | Partial cohort sampling design | Longitudinal student achievement modeling |
| Θεμελιώδης πηγή≠ | Prentice, R. L. (1986). A case-cohort design for epidemiologic cohort studies and disease prevention trials. Biometrika, 73(1), 1-11. DOI ↗ | Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27(6), 615-631. DOI ↗ |
| Εναλλακτικές ονομασίες≠ | — | VAM |
| Συναφείς | 4 | 4 |
| Σύνοψη≠ | Case-cohort design is an epidemiological study design developed by Prentice (1986) that efficiently combines features of case-control and cohort studies. Researchers enroll an entire cohort, follow it for outcomes, then measure exposures only on cases and a random subcohort, reducing measurement costs while maintaining valid causal inference. | Value-Added Modeling (VAM) is a method for assessing the contribution of schools or teachers to student achievement growth, developed by Sanders and Horn (1998). VAM isolates the effect of a teacher or school by comparing student gains (value added) while controlling for prior achievement and student characteristics. |
| ScholarGateΣύνολο δεδομένων ↗ |
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