Klazien de Vries, Marieke E. Timmerman, Anja F. Ernst, and Casper J. Albers write:
In psychological test norming, nonrepresentativeness in background variables in the normative sample can lead to bias in the normed score estimates. Because representativeness is difficult to establish in practice, adjustment methods are needed to combat this bias. As a candidate adjustment method, we investigated generalized additive models for location, scale, and shape with multilevel regression and poststratification (GAMLSS + MRP), the combination of MRP and continuous norming with GAMLSS. This adjustment method was then compared to current adjustment methods in continuous norming using weighted regression: GAMLSS + P (with poststratification) and cNORM + R (with raking). The results of our simulation showed that GAMLSS + MRP was generally more efficient than GAMLSS + P and cNORM + R. Furthermore, GAMLSS + MRP was better than the current methods at reducing bias in samples where the nonrepresentativeness was age-dependent. We argue that GAMLSS + MRP is a valid adjustment method in continuous norming and recommend this adjustment method to mitigate bias in nonrepresentative normative samples. To facilitate the use of GAMLSS + MRP in practice, we provide a step-wise approach for the implementation of GAMLSS + MRP. We illustrate this approach by deriving normed scores from the normative data of the third Schlichting language test.
I don’t recall how I came across this paper, and I haven’t actually read it, but I wanted to share it with you, just because it’s cool to see the different ways that multilevel regression and poststratification (MRP) can be used.
Ultimately, MRP is the inevitable consequence of three things:
1. We are interested in generalizing to populations of interest.
2. Available data are typically unrepresentative of the population. This is the case even with simple random sampling–Hello, random variation! Hello, small-area estimation!–and is even more so with selected samples, nonresponse, dropout, etc. In some settings such as medical experimentation there’s not even an attempt to get a representative sample: you’re directly aiming to include in the study the groups of people who might get the greatest benefit from the treatment.
3. When adjusting for differences between sample and population, many variables can be relevant–for example, demographic and geographical variables in a survey of people–and so simple adjustments such as raw poststratification or non-multilevel regression adjustment won’t do the job.
Put this together and you’ll want to do MRP (or, more generally, RPP). It’s not just for survey research. It comes up everywhere in statistics and machine learning, whenever there is a concern with population prediction, or generalization, or transportability, or whatever you want to call it.
It can seem like a hassle that to do this you need to know (or estimate, or postulate) a distribution of predictors in your population, but (a) this is often work that’s well worth the effort, if you really care about the population, (b) dependence of the result on the choice of population is important, and where this dependence is strong you should be aware of it, and (c) if you want to take the easy way out you can always bootstrap to get inference for the hypothetical population of which your data are considered to be a random sample.
We also recently put out something similar, all in brms, using a somewhat more regularised model than their GAMLSS. Psychology loves its polynomials, I don’t know why. The approach made quite some difference in terms of IQ points, arguably to the extent that it could have real downstream consequences:
“To put the differences between norming methods in context, imagine you are a practitioner entrusted with testing the IQ of people referred to you by, say, a school or youth service. Your latest referral is Thomas, a 16-year-old sent by a psychiatric clinic where he is being treated due to behavioural problems. The CFT 20-R is part of the diagnostic routine, particularly for cases where it would be difficult to assess verbal intelligence. Thomas achieves a raw test score of 22 points. Using the Manual norms, this would translate to an IQ of 62, whereas the RPP norms would indicate an IQ of 75. Based on the latter, you might decide to diagnose a learning disability, whereas the former would indicate an intellectual disability – with potentially life-altering consequences for Thomas, including barring him from pursuing certain types of vocational training or placing him under legal guardianship when he reaches adulthood. Of course, you would run additional cognitive tests and not rely exclusively on the CFT 20-R, but it is important to note that the biases that RPP is designed to correct would be expected to distort most normative samples similarly, potentially leading to comparable biases in each of multiple tests.”
https://online.ucpress.edu/collabra/article/12/1/155850/217388