IEA Civic Education Study. Technical Report. Amsterdam - ACER

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Opportunities 2 (continued)G11 Men and women should getequal pay when they are in thesame jobs [occupations] hG12 Members of all ethnic [racial ornational] groups should beencouraged to run in electionsfor political officeG13 Men are better qualified to bepolitical leaders than women hG14 Members of anti-democraticgroups [groups that are againstdemocracy] should be prohibitedfrom making public speechesabout these [their] ideasstrongly disagree agree strongly don’t knowdisagreeagree1 2 3 4 0hScaled Item: Positive Attitudes toward Women’s Political and Economic Rights.256 <strong>IEA</strong> CIVIC EDUCATION STUDY TECHNICAL REPORT
Section H: ImmigrantsListed below you will read several statements about immigrants andimmigration in this country [name of country].Please read each statement and select the box in the column which correspondsto the way you feel about the statement.H1 Immigrants should have theopportunity [option] to keep[continue speaking] their ownlanguage gH2 Immigrants’ children shouldhave the same opportunities foreducation that other children inthe country have gH3 Immigrants who live in a countryfor several years should have theopportunity to vote in elections gH4 Immigrants should have theopportunity [option] to keep[continue] their own customsand lifestyle gH5 Immigrants should have all thesame rights that everyone else ina country has gH6H7H8Immigrants should be forbiddento engage in political activityHaving many immigrants makesit difficult for a country to beunited and patrioticAll countries should acceptrefugees who are trying to escapefrom wars or political persecutionin other countriesgScaled Item: Trust in Government-related Institutions.strongly disagree agree strongly don’t knowdisagreeagree1 2 3 4 0APPENDIX F: THE CIVED INSTRUMENTS257
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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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○ ○ ○ ○ ○ ○ ○ ○ ○
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Form 7: Student Tracking FormCIVIC
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APPENDIX D: SAMPLE CHARACTERISTICSD
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BulgariaTarget PopulationIn Bulgari
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ColombiaTarget PopulationIn Colombi
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Czech RepublicTarget PopulationIn t
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EnglandTarget PopulationIn England,
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FinlandTarget PopulationIn Finland,
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Table D.12 contd. from previous pag
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Hong Kong (SAR)Target PopulationIn
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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 and 236: Switzerland Target PopulationIn Swi
Page 237 and 238: Table E.2:Total civic knowledge (co
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: Section G: Opportunities 2In this s
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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