The teaching and learning processes are listed as follows.

- reading required course materials

- listening to the contents delivered by the instructor

- practicing how to get statistical outputs by using SPSS

- finishing assignments independently

- delivering presentations to enhance communication skills and knowledge synthesis

- listening to the contents delivered by the instructor and assimilating insights from peer presentations

Course content

- Introduction to ILSA data

- Introduction to survey design of ILSAs (e.g., sampling weight, sampling errors)

- Introduction to measurement issues (e.g., plausible values) of ILSAs

- Basic statistics (e.g., descriptive statistics, multiple regression)

- The SPSS and IDB Analyzer environment and application

- The use of ILSAs data to inform educational policy

Requirements

It is strongly recommended that students have basic knowledge about statistics and students should also have access to the Statistical Package for the Social Sciences (SPSS) during the course.

Note. If students are interested in Mplus, the instructor will also provide extra materials to these students with advanced knowledge in the field.

[本課程為國際課程採密集授課形式，故無16週課程進度安排。上課時間8/14-8/16，合併共計18小時。上課地點：韓國高麗大學。授課教師：Pey-Yan Liou。學生另須修習先修課程(Pre-study)及參與AELC Forum]

5% of the grade for class attendance, preparation, and participation.

35% of the grade for the course designated questions at the end of each day.

10% of the grade for the group presentation reflections/notes (less than one page).

30% of the grade for the group oral presentation. 2-3 students will form a group to present one article that involves the secondary data analysis from one of the ILSAs.

20% of your overall learning reflection and plan for the future (less than one page).

Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed). London: Sage Publications.

Rutkowski, L., Gonzalez, E., Joncas, M. & von Davier, M. (2010). International large-scale assessment data: Issues in secondary analysis and reporting. Educational Researcher, 39(2), 142–151.