ICCS 2009 Technical Report - IEA

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with the activities, refine their national operations, and provide feedback that could be used toimprove the data-collection procedures. The field trial resulted in some small modifications tosurvey operations procedures and contributed significantly to the successful execution of ICCS.In almost all participating countries, the international field trial was conducted from October toDecember 2007.SummaryConsiderable efforts were made to ensure high standards of quality in the survey proceduresfor the ICCS data collection. The national research coordinators (NRCs) played a key role inimplementing the data collection in each participating country. All followed the internationallyagreed-upon survey operations procedures.The ISC provided NRCs with a comprehensive set of manuals containing detailed guidelinesfor the preparation of the study, its administration, scoring of open-ended questions, and dataprocessing. In addition, tailored software packages were made available to national centers forthe sampling and tracking of classes and teachers within schools, for data capture, and for theoptional online administration of the teacher and school questionnaires.The international ICCS field trial in 2008 was crucial for testing survey operations proceduresin participating countries and contributed to their successful implementation in the final datacollection.ReferencesICCS International Study Center. (2008a). IEA International Civic and Citizenship Education Study(ICCS) 2009 survey operations procedures, Unit 1, main survey: School contact and material preparation.Amsterdam, the Netherlands: International Association for the Evaluation of EducationalAchievement (IEA).ICCS International Study Center. (2008b). IEA International Civic and Citizenship Education Study(ICCS) 2009 survey operations procedures, Unit 2, main survey: Within-school sampling and test administration.Amsterdam, the Netherlands: International Association for the Evaluation of EducationalAchievement (IEA).ICCS International Study Center. (2008c). IEA International Civic and Citizenship Education Study(ICCS) 2009 survey operations procedures, Unit 3, main survey: Online data collection, scoring, and dataentry. Amsterdam, the Netherlands: International Association for the Evaluation of EducationalAchievement (IEA).ICCS International Study Center. (2008d). IEA International Civic and Citizenship Education Study(ICCS) 2009 school sampling manual. Amsterdam, the Netherlands: International Association for theEvaluation of Educational Achievement (IEA).ICCS International Study Center. (2008e). IEA International Civic and Citizenship Education Study(ICCS) 2009 school coordinator manual. Amsterdam, the Netherlands: International Association for theEvaluation of Educational Achievement (IEA).ICCS International Study Center (2008f ). IEA International Civic and Citizenship Education Study(ICCS) 2009 test administrator manual. Amsterdam, the Netherlands: International Association for theEvaluation of Educational Achievement (IEA).ICCS International Study Center. (2008g). IEA International Civic and Citizenship Education Study(ICCS) 2009 international quality control monitor manual. Amsterdam, the Netherlands: InternationalAssociation for the Evaluation of Educational Achievement (IEA).ICCS International Study Center. (2008h). IEA International Civic and Citizenship Education Study(ICCS) 2009 national quality control monitor manual. Amsterdam, the Netherlands: InternationalAssociation for the Evaluation of Educational Achievement (IEA).ICCS SURVEY OPERATIONS PROCEDURES101
ICCS International Study Center (2008i). IEA International Civic and Citizenship Education Study (ICCS)2009 scoring guides for constructed-response items. Amsterdam, the Netherlands: International Associationfor the Evaluation of Educational Achievement (IEA).IEA Data Processing and Research Center (IEA DPC). (2008a). Windows ® within-school samplingsoftware (WinW3S) [computer software]. Hamburg, Germany: Author.IEA Data Processing and Research Center (IEA DPC). (2008b). Windows® data-entry manager software(WinDEM) [computer software]. Hamburg, Germany: Author.102 ICCS 2009 technical report
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School sampling design 63Within-sch
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6ICCS 2009 technical report
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Table 9.9: Numbers of NRC responses
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Table 12.37: Item parameters for sc
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Figure 12.7: Confirmatory factor an
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Table B.21.1: Allocation of student
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ICCS collected data from more than
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• A 30-minute school questionnair
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ReferencesAmadeo, J., Torney-Purta,
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Table 2.1: Test development process
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PanelingPaneling is a team-based ap
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Development of constructed-response
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Table 2.6: Field trial item mapping
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Released test itemsTwo clusters of
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32 ICCS 2009 technical report
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• Civic identities, comprising tw
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The context of the wider community
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The international options offered t
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Some of the constructs measured thr
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Discussion with national centers an
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was that the test would focus on kn
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Asian questionnaire developmentThe
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Page 53 and 54: Of these, the survey instruments (c
Page 55 and 56: Adaptation of the instrumentsIn the
Page 57 and 58: International translation verifiers
Page 59 and 60: Quality control monitor reviewIEA h
Page 61 and 62: Teacher target populationICCS defin
Page 63 and 64: Table 6.1: Population coverage and
Page 65 and 66: Table 6.2: School, student, and tea
Page 67 and 68: The team next selected a sample fro
Page 69 and 70: Systematic sampling was used for se
Page 71 and 72: In a small number of countries, the
Page 73 and 74: Class non-response adjustment (WGTA
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Page 77 and 78: Calculating participation ratesFor
Page 79 and 80: Table 7.1: Unweighted participation
Page 81 and 82: The unweighted overall participatio
Page 83 and 84: Table 7.4: Weighted participation r
Page 85 and 86: Table 7.5: Categories into which co
Page 87 and 88: Table 7.7: Participation by country
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Page 91 and 92: • The School Sampling Manual (ICC
Page 93 and 94: School coordinators were required t
Page 95 and 96: For countries administering the sch
Page 97 and 98: Scoring the ICCS assessmentThe succ
Page 99 and 100: Quality control throughout the data
Page 101: Table 8.3: Weighted percentages of
Page 105 and 106: They received an overview of the st
Page 107 and 108: Survey administration activities du
Page 109 and 110: Table 9.3: Percentages of IQCM resp
Page 115 and 116: Table 9.9: Numbers of NRC responses
Page 117 and 118: Table 9.12: Numbers of NRC response
Page 119 and 120: The majority of countries used the
Page 121 and 122: ReferencesICCS International Study
Page 123 and 124: After the item-statistics review ha
Page 125 and 126: Documentation and structure checkFo
Page 127 and 128: Filter questions, which appeared in
Page 129 and 130: SummaryTo achieve a high standard o
Page 131 and 132: Test coverage and item dimensionali
Page 133 and 134: Table 11.1: Item total-score correl
Page 135 and 136: Assessment of scorer reliabilitiesT
Page 137 and 138: Table 11.3: Gender DIF estimates fo
Page 139 and 140: Table 11.4 shows the percentages of
Page 141 and 142: fell below 70 percent were removed.
Page 143 and 144: Table 11.6: National items excluded
Page 145 and 146: Table 11.7: Final item parameters u
Page 147 and 148: Table 11.9: Median test reliabiliti
Page 149 and 150: The approach chosen was essentially
Page 151 and 152: Figure 11.6: Scatterplot for link i
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Here, s 2 represents the variance o
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Table 11.15: Reliabilities for Euro
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ReferencesAdams, R. (2002). Scaling
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their parents’ levels of educatio
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Teacher questionnaireIndividual tea
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In the case of items with more than
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Figure 12.1: Summed category probab
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Table 12.1: Reliabilities for scale
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Table 12.4: Item parameters for sca
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Table 12.9: Reliabilities for scale
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Students’ attitudes toward instit
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Table 12.17: Reliabilities for scal
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Table 12.21: Factor loadings and re
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In Question 19, teachers were asked
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Figure 12.15: Confirmatory factor a
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Teachers’ reports of teaching civ
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School questionnairePrincipals’ r
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Principals’ reports on the local
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Principals’ reports on school cli
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Figure 12.24 shows the results of t
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All of the items associated with Qu
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Figure 12.28 shows the results of t
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In Question 4, students were asked
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Question 4 asked students to rate t
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Students’ perceptions of public s
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Table 13.1: Numbers of sampling zon
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Table 13.2: Example of computation
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Table 13.3: National averages for c
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The ICCS international report also
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The software package HLM 6.08 (Raud
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Table 13.4: Coefficients of missing
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During the multiple regression anal
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SummaryThe jackknife repeated repli
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Staff at the IEA Data Processing an
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Republic of KoreaTae-Jun KimKorean
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Appendix B: Characteristics of nati
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Table B.3: Allocation of student sa
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B.6. Colombia• Night schools, wee
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Table B.8.2: Allocation of teacher
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B.12. Estonia• Schools for adults
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B.14. Greece• Night schools and s
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B.20. Korea• Special education sc
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B.23. Lithuania• Special needs sc
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Table B.29.1: Allocation of student
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Table B.32: Allocation of student s
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B.34. Slovenia• Dislocated units
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B.36. Sweden• Special needs schoo
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B.38. Thailand• Special education
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Table C1: Descriptions of cognitive
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Table C1: Descriptions of cognitive
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Table D.1: List of international an
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Table D.3: Years of further schooli
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332 ICCS 2009 technical report
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