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International Adult Literacy Survey (IALS)



5. Data Quality and Comparability

The literacy tasks contained in IALS and the adults asked to participate in the survey were samples drawn from their respective universes. As such, they were subject to some measurable degree of uncertainty. IALS implemented procedures to minimize both sampling and nonsampling errors. The IALS sampling design and weighting procedures assured that participants’ responses could be generalized to the population of interest. Scientific procedures employed in the study design and the scaling of literacy tasks permitted a high degree of confidence in the resulting estimates of task difficulty. Quality control activities continued during interviewer training, data collection, and processing of the survey data.

In addition, special evaluation studies were conducted to examine issues related to the quality of IALS. These studies included (1) an external evaluation of IALS methodology; (2) an examination of how similar or different the sampled persons were from the overall population; (3) an evaluation of the extent to which the literacy levels of the population in the database for each nation were predictable based on demographic characteristics; (4) an examination of the assumption of unidimensionality; and (5) an evaluation of the construct validity of the adult literacy scales.

Sampling Error

Because IALS employed probability sampling, the results were subject to sampling error. Although small, this error was higher in IALS than in most studies because the cost of surveying adults in their homes is so high. Most countries simply could not afford large sample sizes.

Each country provided a set of replicate weights for use in a jackknife variance estimation procedure.

There were three situations in which nonprobability-based sampling methods were used: France and Germany used “random route” procedures for selecting households into their samples, and Switzerland used an alphabetic sort to select one member of each household. However, based on the available evidence, it is not believed that these practices introduced significant bias into the survey estimates.

In 1998, the U.K. Office of National Statistics coordinated the European Adult Literacy Review, a split-sample survey intended, in part, to measure the effects of sampling methods on the IALS results. This follow-up survey compared an IALS sample design with an alternative, standardized “best practice” design. Although certain differences were noted between the two samples, the IALS sample design was not confirmed to be inferior to the “best practice” design.

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Nonsampling Error

The key sources of nonsampling error in the 1994 IALS were differential coverage across countries and nonresponse bias, which occurred when different groups of sampled individuals failed to participate in the survey. Other potential sources of nonsampling error included deviations from prescribed data collection procedures and errors of logic that resulted from mapping idiosyncratic national data into a rigid international format. Scoring error, associated with scoring open-ended tasks reliably within and between countries, also occurred. Finally, because IALS data were collected and processed independently by the various countries, the study was subject to uneven levels of commonplace data capture, data processing, and coding errors.

Three studies were conducted to examine the possibility of nonresponse bias. Because the sampling frames for Canada and the United States contained information about the characteristics of sampled individuals, it was possible to compare the characteristics of respondents and nonrespondents, particularly with respect to literacy skill profiles. The Swedish National Study Team also commissioned a nonresponse follow-up study.

Coverage error. The design specifications for IALS stated that in each country the study should cover the civilian, noninstitutionalized population ages 16 to 65. It is the usual practice to exclude the institutional population from national surveys because of the difficulties in conducting interviews in institutional settings. Similarly, it is not uncommon to exclude certain other parts of a country’s population that pose difficult survey problems (e.g., persons living in sparsely populated areas). The intended coverage of the surveys generally conformed well to the design specifications: each of the IALS countries attained a high level of population coverage, ranging from a low of 89 percent in Switzerland to a high of 99 percent in the Netherlands and Poland. However, it should be noted that actual coverage is generally lower than the intended coverage because of deficiencies in sampling frames and sampling frame construction (e.g., failures to list some households and some adults within listed households). In the United States, for example, comparing population sizes estimated from the survey with external benchmark figures suggests that the overall coverage rate for the CPS (the survey from which the IALS sample was selected) is about 93 percent, but that it is much lower for certain population subgroups (particularly young Black male adults).

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Nonresponse error. For IALS, several procedures were developed to reduce biases due to nonresponse, based on how much of the survey the respondent completed.

Unit nonresponse. The definition of a respondent for IALS was a person who partially or fully completed the background questionnaire. Unweighted response rates varied considerably from country to country, ranging from a high of 69 percent (Canada, Germany) to a low of 45 percent (the Netherlands), with four countries in the 55–60 percent range.

In the United States, which had a response rate of 60 percent, nonresponse to IALS occurred for two reasons: (1) some individuals did not respond to the CPS; and (2) some of the CPS respondents selected for IALS did not respond to the IALS instruments. In any given month, nonresponse to the CPS is typically quite low, around 4 to 5 percent. Its magnitude in the expiring rotation groups employed for IALS selection is not known. About half of the CPS nonresponse is caused by refusals to participate, while the remainder is caused by temporary absences, other failures to contact individuals, the inability of individuals contacted to respond, and unavailability for other reasons.

A sizable proportion of the nonresponse to the IALS background questionnaire was attributable to persons who had moved. For budgetary reasons, it was decided that persons who were not living at the CPS addresses at the time of the IALS interviews would not be contacted. This decision had a notable effect on the sample of students, who are sampled in dormitories and other housing units in the CPS only if they do not officially reside at their parents’ homes. Those who reside at their parents’ homes are included in the CPS at that address, but because most of these students were away at college during the IALS interview period (October to November 1994), they could not respond to IALS.

The high level of nonresponse for college students could cause a downward bias in the literacy skill-level estimates. This group represents only a small proportion of the U.S. population, however, so the potential bias is likely to be quite small. Furthermore, a comparison of IALS results to the U.S. National Adult Literacy Survey data discounts this as a major source of bias.

Item nonresponse. The weighted percentage of omitted responses for the U.S. IALS sample ranged from 0 to 18 percent.

Not-reached responses were classified into two groups: nonparticipation immediately or shortly after the back-ground information was collected; and premature withdrawal from the assessment after a few cognitive items were attempted. The first type of not-reached response varied a great deal across countries according to the frames from which the samples were selected. The second type of not-reached response was due to quitting the assessment early, resulting in incomplete cognitive data. Not-reached items were treated as if they provided no information about the respondent’s proficiency, so they were not included in the calculation of likelihood functions for individual respondents. Therefore, not-reached responses had no direct impact on the proficiency estimation for subpopulations. The impact of not-reached responses on the proficiency distributions was mediated through the subpopulation weights.

Measurement error. Assessment tasks were selected to ensure that, among population subgroups, each literacy domain (prose, document, and quantitative) was well covered in terms of difficulty, stimuli type, and content domain. The IALS item pool was developed collectively by participating countries. Items were subjected to a detailed expert analysis at ETS and vetted by participating countries to ensure that the items were culturally appropriate and broadly representative of the population being tested. For each country, experts who were fluent in both English and the language of the test reviewed the items and identified ones that had been improperly adapted. Countries were asked to correct problems detected during this review process. To ensure that all of the final survey items had a high probability of functioning well, and to familiarize participants with the unusual operational requirements involved in data collection, each country was required to conduct a pilot survey. Although the pilot surveys were small and typically were not based strictly on probability samples, the information they generated enabled ETS to reject items, to suggest modifications to a few items, and to choose good items for the final assessment. ETS’s analysis of the pilot survey data and recommendations for the final test design were presented to and approved by participating countries.  

 

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Data Comparability

While most countries closely followed the data collection guidelines provided, some did deviate from the instructions. First, two countries (Sweden and Germany) offered participation incentives to individuals sampled for their survey. The incentive paid was trivial, however, and it is unlikely that this practice distorted the data. Second, the doorstep introduction provided to respondents differed somewhat from country to country. Three countries (Germany, Switzerland, and Poland) presented the literacy test booklets as a review of the quality of published documents rather than as an assessment of the respondent’s literacy skills. A review of these practices suggested that they were intended to reduce response bias and were warranted by cultural differences in respondents’ attitudes toward being tested. Third, there were differences across the countries in the way in which interviewers were paid. No guidelines were provided on this subject, and the study teams therefore decided what would work best in their respective countries. Fourth, several countries adopted field procedures that undermined the objective of obtaining completed background questionnaires for an overwhelming majority of selected respondents.

This project was designed to produce data comparable across cultures and languages. After one of the countries in the first round raised concerns about the international comparability of the survey data, Statistics Canada decided that the IALS methodology should be subjected to an external evaluation. In the judgment of the expert reviewers, the considerable efforts that were made to develop standardized survey instruments for the different nations and languages were successful, and the data obtained from them should be broadly comparable.

However, the standardization of procedures with regard to other aspects of survey methodology was not achieved to the extent desired, resulting in several weaknesses. Nonresponse proved to be a particular weakness, with generally very high nonresponse rates and variation in nonresponse adjustment procedures across countries. For some countries the sample design was problematic, resulting in some unknown biases. The data collection and its supervision differed between participating countries, and some clear weaknesses were evident for some countries. The reviewers felt that the variation in survey execution across countries was so large that they recommended against publication of comparisons of overall national literacy levels. They did, however, despite the methodological weaknesses, recommend that the survey results be published. They felt that the instruments developed for measuring adult literacy constituted an important advance, and the results obtained for the instruments in the first round of IALS were a valuable contribution to the field. They recommended that the survey report focus on analyses of the correlates of literacy (e.g., education, occupation, and age) and the comparison of these correlates across countries. Although these analyses might also be distorted by methodological problems, they believed that the analyses were likely to be less affected by these problems than were the overall literacy levels.

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