ICCS 2009 Technical Report - IEA

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• Not reached (used only in the achievement files): this code indicated those items that students didnot reach because of a lack of time. 4Data productsData products sent to national centers by the IEA DPC and the ISC included both itemstatistics and data files.Item statisticsISC staff produced and then sent a set of item statistics to each national center for review.Each set contained weighted summary statistics for the participating country on each variableincluded in the survey instruments. The ISC also used these datasets during their data reviews.In addition, IEA DPC staff produced a set of preliminary scoring reliability statistics for eachnational dataset. This contained summary statistics at the item level on the percent of agreementbetween scorers.Versions of the national data filesBuilding the international database was an iterative process. On completion of each majordata-processing step, the IEA DPC sent a new version of data files to the national centers sothat staff could review their data and run their own separate checks to validate the new data-fileversions. This process meant that national centers received several versions of their data, andtheir data only, before the international database was published. IEA DPC staff sent the first ofthese versions as soon as they considered the data “clean” with respect to identification codesand linkage issues.These first sets of files contained nationally standardized achievement scores that the IEA DPCcalculated by means of Rasch scaling. They were also accompanied by documentation thatincluded a list of the cleaning checks and corrections made to the data so that the nationalcenters could review the cleaning process. The IEA DPC sent national centers another versionof the data files together with data almanacs once the weights and international achievementscores were available. This step did not take place until all tables and figures contained in theICCS international reports had been verified and final updates to the data files implemented.This approach enabled national center staff to replicate the results presented in the internationalreports.The ICCS international databaseThe ICCS international database incorporated all national data files from participatingcountries. The data processing that the IEA DPC conducted ensured that:• Information coded in each variable was internationally comparable;• National adaptations were reflected appropriately in all variables;• Questions that were not internationally comparable had been removed from the database;• All entries in the database could be linked to the appropriate respondent—student, teacher,or principal;• Only those records adjudicated as participating remained in the international databasefiles; and• Sampling weights and student achievement scores were available for internationalcomparisons.More information about the ICCS international database is provided in the ICCS User Guide forthe International Database (Brese et al., 2011).4 “Not reached” codes were derived as follows: an item received this coding if the student concerned did not respond to anyof the items following it (i.e., did not continue on to the end of the test) and/or if he or she did not respond to the itempreceding it.DATA MANAGEMENT AND CREATION OF THE ICCS INTERNATIONAL DATABASE127
SummaryTo achieve a high standard of data quality, ICCS implemented a series of data-managementprocedures that included checks to ensure the consistency of national database structures,provide proper documentation of all national adaptations, and safeguard the comparabilityof international variables across national datasets. Staff at the IEA DPC reviewed all nationaldatabases in cooperation with national centers after completing a series of thorough checkingprocedures and before creating the final ICCS database. Final data products included itemstatistics, preliminary versions of the national data files, the international database accompaniedby a user guide and supplementary information.ReferencesBrese, F., Jung, M., Mirazchiyski, P., Schulz, W., & Zuehlke, O. (2011). ICCS 2009 user guide for theinternational database. Amsterdam, the Netherlands: International Association for the Evaluation ofEducational Achievement (IEA).Brese, F., Jung, M., & Schulz, W. (2010). ICCS main survey general cleaning documentation. Hamburg,Germany: International Association for the Evaluation of Educational Achievement (IEA) DataProcessing and Research Center.128 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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Of these, the survey instruments (c
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Adaptation of the instrumentsIn the
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International translation verifiers
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Quality control monitor reviewIEA h
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Teacher target populationICCS defin
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Table 6.1: Population coverage and
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Table 6.2: School, student, and tea
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The team next selected a sample fro
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Systematic sampling was used for se
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In a small number of countries, the
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Class non-response adjustment (WGTA
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Teacher non-response adjustment (WG
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 and 102: Table 8.3: Weighted percentages of
Page 103 and 104: ICCS International Study Center (20
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: Filter questions, which appeared in
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
Page 153 and 154: Here, s 2 represents the variance o
Page 155 and 156: Table 11.15: Reliabilities for Euro
Page 157 and 158: ReferencesAdams, R. (2002). Scaling
Page 159 and 160: their parents’ levels of educatio
Page 161 and 162: Teacher questionnaireIndividual tea
Page 163 and 164: In the case of items with more than
Page 165 and 166: Figure 12.1: Summed category probab
Page 167 and 168: Table 12.1: Reliabilities for scale
Page 169 and 170: Figure 12.3: Confirmatory factor an
Page 171 and 172: 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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