IEA Civic Education Study. Technical Report. Amsterdam - ACER

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APPENDIX E: DESIGN EFFECTS AND EFFECTIVE SAMPLESIZE TABLESTable E.1: Total civic knowledge (content knowledge and interpretative skills)Country Total Number of Design Effect EffectiveStudents AssessedSample SizeAustralia 3,301 5.0 660Belgium (French) 2,075 5.5 379Bulgaria 2,857 11.7 243Chile 5,677 9.5 600Colombia 4,889 17.8 275Cyprus 3,102 2.0 1,568Czech Republic 3,599 7.0 513Denmark 3,192 2.1 1,498England 3,011 3.2 929Estonia 3,418 3.8 900Finland 2,776 3.1 909Germany 3,685 2.6 1,414Greece 3,448 4.3 793Hong Kong (SAR) 4,993 11.7 426Hungary 3,165 3.9 807Italy 3,808 6.1 628Latvia 2,570 6.8 377Lithuania 3,494 6.4 547Norway 3,310 1.8 1,824Poland 3,372 19.2 176Portugal 3,234 6.3 511Romania 2,993 8.5 352Russian Federation 2,129 8.4 254Slovak Republic 3,460 6.2 557Slovenia 3,064 2.1 1,481Sweden 3,061 4.8 631Switzerland 3,096 6.6 468United States 2,786 7.7 360234 <strong>IEA</strong> CIVIC EDUCATION STUDY TECHNICAL REPORT
Table E.2:Total civic knowledge (content knowledge and interpretative skills)Country Total Number of Design Effect EffectiveStudents AssessedSample SizeChile 5,750 6.4 900Cyprus 1,694 9.9 171Czech Republic 3,349 4.3 786Denmark 2,745 1.6 1,706Estonia 3,175 6.5 488Israel 5,750 10.5 548Latvia 2,756 14.3 192Norway 2,076 5.8 359Poland 4,041 10.6 382Portugal 2,734 3.6 750Russian Federation 1,787 6.0 299Slovenia 3,728 16.4 227Sweden 2,677 3.6 739Switzerland 1,270 11.9 106APPENDIX E: DESIGN EFFECTS AND EFFECTIVE SAMPLE SIZE TABLES235
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IEA Civic Education StudyTechnical
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TABLE OF CONTENTSChapter 1: Overvie
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Chapter 1:OVERVIEW OF THE IEA CIVIC
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fundamental concern in all countrie
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THEORETICAL FRAMEWORKWe have alread
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tend to have rather vague notions o
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in Hamburg and the ICC in Berlin; t
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Chapter 2:DEVELOPMENT OF THE CIVEDI
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In addition to giving input on the
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Pre-Piloting of Items of Content Kn
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political attitudes), and 22 items
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In addition, the background questio
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Chapter 3:TRANSLATION PROCEDURES, F
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Table 3.1 Languages and instrument
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All changes to the format of a ques
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• The Field Operations Manual (IE
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The school coordinator was the key
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participation on the Student Tracki
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followed procedures to protect the
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Chapter 4:THE CIVED SAMPLING DESIGN
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scope of the sampling frame. Partic
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Sampling Precision and Sample SizeS
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Examples of stratification variable
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Second Sampling StageThe second sam
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Table 4.2 Countries grouped accordi
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Table 4.4 Participation rates and s
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Chapter 5:DATA MANAGEMENT ANDCONSTR
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DATA EDITING AT THE IEA DATA PROCES
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Table 5.1 Example of summary statis
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Chapter 6:WEIGHTING PROCEDURESHeiko
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Under equal probability sampling, t
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PARTICIPATION RATESSince lack of pa
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Weighted Student Participation Rate
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Chapter 7:SCALING PROCEDURES FORCOG
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the whole set of available test ite
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z i = x i - E(x i )w iwhere x iis t
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Figure 7.2 Latent ability estimates
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Figures 7.4 and 7.5 show the ICCs f
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Table 7.2 Example of statistics for
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• One or more distracter percenta
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Table 7.3 Items excluded from scali
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was not used for the anchoring of t
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Table 7.7 Percentage correct and it
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Table 7.10 Means and standard devia
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Two sub-scales were derived from th
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Chapter 8:SCALING PROCEDURES FOR LI
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• The non-normed fit index (NNFI)
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substantively for the second dimens
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Table 8.3 Scale reliabilities for c
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Figure 8.2 Two-factor solution for
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Table 8.6 contd. from previous page
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Table 8.8 Item parameters for TRUST
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Table 8.13 Items on desired opportu
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Table 8.15 Scale reliabilities for
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Estimating an IRT partial credit mo
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Table 8.19 Items on school particip
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Expected Political ParticipationThe
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Table 8.24 Scale reliabilities for
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If an item had poor scaling propert
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Table 8.30 International means and
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Chapter 9:MAPPING STUDENT SCORES TO
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Figure 9.2 Summed category probabil
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international metric might suggest
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Chapter 10:REPORTING STUDENT AND TE
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Table 10.1 Range of sampling zones
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The computation of JRR variance can
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population of upper secondary stude
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Table 10.5 shows the reported stand
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Table 10.8 Comparison of standard e
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Listwise-exclusion of missing value
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Table 10.11 contd.from previous pag
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Table 10.12 contd. from previous pa
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Table 10.14 Unstandardized coeffici
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Table 10.15 shows a fictitious exam
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APPENDIX A: ACKNOWLEDGMENTSThe IEA
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NATIONAL RESEARCH COORDINATORSThe I
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FINLANDSakari SuutarinenUniversity
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ROMANIAGheorghe BunescuInstitute fo
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APPENDIX B: TEST AND QUESTIONNAIRE
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7. Identifies or recognizes problem
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obligations which lead to behavior
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2. Recognizes countries or groups o
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Table B.1 (continued)I C: Citizensh
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Table B.2 Domain Content Categories
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Table B.2 (continued)I C: Citizensh
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APPENDIX C: TEST AND OPERATION FORM
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Form 2: Translation Verification Re
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Form 4: Class Sampling FormCIVIC Pa
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Page 187 and 188: Form 7: Student Tracking FormCIVIC
Page 189 and 190: APPENDIX D: SAMPLE CHARACTERISTICSD
Page 191 and 192: BulgariaTarget PopulationIn Bulgari
Page 193 and 194: ColombiaTarget PopulationIn Colombi
Page 195 and 196: Czech RepublicTarget PopulationIn t
Page 197 and 198: EnglandTarget PopulationIn England,
Page 199 and 200: FinlandTarget PopulationIn Finland,
Page 201 and 202: Table D.12 contd. from previous pag
Page 203 and 204: Hong Kong (SAR)Target PopulationIn
Page 205 and 206: ItalyTarget PopulationIn Italy, the
Page 207 and 208: LithuaniaTarget PopulationIn Lithua
Page 209 and 210: PolandTarget PopulationIn Poland, t
Page 211 and 212: RomaniaTarget PopulationIn Romania,
Page 213 and 214: Table D.23 contd. from previous pag
Page 215 and 216: SloveniaTarget PopulationIn Sloveni
Page 217 and 218: Switzerland Target PopulationIn Swi
Page 219 and 220: D.2 CIVED OLDER POPULATION (UPPER S
Page 221 and 222: CyprusTarget PopulationIn Cyprus, t
Page 223 and 224: DenmarkTarget Population (pending)I
Page 225 and 226: Hong Kong (SAR)Target PopulationIn
Page 227 and 228: LatviaTarget PopulationIn Latvia, t
Page 229 and 230: PolandTarget PopulationIn Poland, t
Page 231 and 232: Russian FederationTarget Population
Page 233 and 234: SloveniaTarget PopulationIn Sloveni
Page 235: Switzerland Target PopulationIn Swi
Page 239 and 240: F.1 CIVIC KNOWLEDGE TEST ITEMSRelea
Page 241 and 242: 24. The authors of the leaflet thin
Page 243 and 244: Additional Release Items for Upper
Page 245 and 246: 8. Altogether, how many people live
Page 247 and 248: 16. How often do you spend time dur
Page 249 and 250: Democracy (continued)A8 When immigr
Page 251 and 252: Good citizens (continued)not somewh
Page 253 and 254: SECTION D: TRUST IN INSTITUTIONSIn
Page 255 and 256: Our country (continued)E9This count
Page 257 and 258: Section G: Opportunities 2In this s
Page 259 and 260: Section H: ImmigrantsListed below y
Page 261 and 262: Section J: SchoolListed below you w
Page 263 and 264: Section L: Political Action 1In thi
Page 265 and 266: Section N: ClassroomsThe next part
Page 267 and 268: Section O: Effectiveness of Politic
Page 269 and 270: F.4 TEACHER QUESTIONNAIRE (STANDARD
Page 271 and 272: Part 2: Views on Civic EducationWit
Page 273 and 274: What do students learn in your scho
Page 275 and 276: Section H: What topics do you teach
Page 277 and 278: Section J: In your view, what needs
Page 279 and 280: 5. Are the following organizations
Page 281 and 282: 9. What is your best guess about th
Page 283: 17. How many hours (class period) p
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IEA Civic Education Study. Technical Report. Amsterdam - ACER

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