Similar Search Results

Why use arbitrary points scores : ordered categories in models of educatinal progress

Fielding, Antony - 1998

Persistent link: https://www.econbiz.de/10001398679

Teaching groups as foci for evaluating GCE advanced level cost-effectiveness : some practical methodological innovations

Fielding, Antony - 1998

Persistent link: https://www.econbiz.de/10001398682

Cost effectiveness in a-level courses : the effect of subject: a multilevel approach

Fielding, Antony - 1995

Persistent link: https://www.econbiz.de/10013442454

On scoring ordered classifications

Fielding, Antony - 1996

Persistent link: https://www.econbiz.de/10013442471

An introduction to anchoring vignettes

Chevalier, Arnaud; Fielding, Antony - In: Journal of the Royal Statistical Society Series A 174 (2011) 3, pp. 569-574

Persistent link: https://www.econbiz.de/10009215620

Editorial: Built on firm foundations

Fielding, Antony; Day, Simon - In: Journal of the Royal Statistical Society Series A 172 (2009) 1, pp. 1-2

Persistent link: https://www.econbiz.de/10005276941

Generalized linear mixed models for ordered responses in complex multilevel structures: effects beneath the school or college in education

Fielding, Antony; Yang, Min - In: Journal of the Royal Statistical Society Series A 168 (2005) 1, pp. 159-183

The complexities of educational processes and structure and the need for disentangling effects beneath the level of the school or college are discussed. Ordinal response multilevel crossed random-effects models for educational grades are introduced. Weighted random effects for teacher...

Persistent link: https://www.econbiz.de/10005276958

Value-added analysis for cross-classified multilevel data

Fielding, Antony; Spencer, Neil H. - 1998

Persistent link: https://www.econbiz.de/10000991912

Divisia money in a composite leading indicator of inflation

Binner, Jane M.; Fielding, Antony; Mullineux, Andrew W. - In: Applied economics 31 (1999) 8, pp. 1021-1031

Persistent link: https://www.econbiz.de/10001438497

Random effects models for ordered category responses and complex structures in educational progress

Fielding, Antony; Yang, Min - 1999

Persistent link: https://www.econbiz.de/10001454217