ICCS 2009 Technical Report - IEA

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Table 11.2: Percentages of scorer agreement for open-ended ICCS test itemsCountry CI2PDO1 CI2BIO1 CI2ETO1 CI2RRO1 CI2WFO2 CI2WFO1Austria 100 100 100 100 100 100Belgium (Flemish) 100 100 100 100 100 100Bulgaria 70 77 74 74 76 75Chile 81 86 88 86 84 81Chinese Taipei 92 92 95 96 97 93Colombia 81 85 83 80 83 85Cyprus 100 100 100 100 100 100Czech Republic 94 98 91 87 84 89Denmark 81 84 87 87 96 87Dominican Republic 73 68 67 68 64 61England 88 93 87 84 85 85Estonia 65 72 76 71 76 74Finland 81 91 91 87 84 86Greece 97 98 97 95 99 97Guatemala 91 96 97 96 94 92Hong Kong SAR 70 71 86 68 69 69Indonesia 84 95 80 87 89 85Ireland 98 96 92 99 93 97Italy 83 83 86 81 85 87Korea, Republic of 93 96 97 91 99 91Latvia 52 68 60 49 61 64Liechtenstein 89 90 96 93 90 91Lithuania 98 97 98 96 99 98Luxembourg 53 79 76 69 72 70Malta 70 80 65 68 59 64Mexico 100 100 100 100 100 100Netherlands 93 90 86 86 89 90New Zealand 82 91 94 92 87 92Norway 83 92 89 84 88 84Paraguay 95 98 96 93 96 97Poland 81 76 79 79 76 75Russian Federation 98 96 97 98 98 99Slovak Republic 82 93 86 85 91 87Slovenia 91 96 97 94 94 93Spain 84 89 91 86 86 93Sweden 72 80 84 69 82 80Switzerland 84 92 94 88 87 90Thailand 99 99 99 98 99 100Average 85 89 88 86 87 87Note: Based on national subsamples. Percentages below 70 percent in bold.SCALING PROCEDURES FOR ICCS TEST ITEMS135
Table 11.3: Gender DIF estimates for retained test itemsItemGender DIF Item Gender DIF Item Gender DIFEstimate Estimate EstimateCI2COM1 0.29 CI2PRM1 -0.07 CI2CEM2 -0.05CI2MOM1 0.21 CI2CCM1 -0.13 CI2WFO1 0.01CI2MLM1 0.17 CI2CCM2 -0.02 CI2ORM1 -0.03CI2MLM2 -0.15 CI2SRM1 0.10 CI2RCM1 -0.05CI2PDO1 0.17 CI2SRM2 -0.08 CI2PJM1 0.12CI2RDM2 -0.13 CI2SRM3 0.05 CI2PJM2 0.15CI2SHM1 -0.12 CI2OMM1 0.07 CI2REM2 0.06CI2SHM2 0.26 CI2OMM2 0.00 CI2REM3 0.24CI2TGM1 -0.05 CI2OMM3 0.24 CI101M1 -0.18CI2TGM2 -0.56 CI2RRO1 0.20 CI109M1 0.05CI2BPM1 -0.07 CI2DCM1 0.21 CI108M1 -0.20CI2BPM2 0.20 CI2PFM1 0.05 CI128M1 0.07CI2GFM1 0.14 CI2PFM2 0.08 CI137M1 0.12CI2BIO1 0.30 CI2PCM1 -0.02 CI110M1 -0.19CI2GLM1 -0.11 CI2PCM2 0.19 CI113M1 -0.05CI2GLM2 0.13 CI2VOM1 -0.02 CI104M1 -0.27CI2FDM1 0.09 CI2VOM2 0.04 CI115M1 -0.19CI2FSM1 0.03 CI2VOM3 0.17 CI119M1 -0.13CI2SCM1 0.00 CI2DLM1 -0.14 CI120M1 0.28CI2SCM2 -0.14 CI2HRM1 0.04 CI121M1 -0.32CI2ASM1 -0.32 CI2JOM1 -0.01 CI127M1 -0.48CI2ASM2 -0.18 CI2WFO2 0.09 CI132M1 0.02CI2CNM1 -0.03 CI2PGM1 0.12 CI129M1 -0.32CI2CNM2 0.25 CI2PGM2 0.04 CI130M1 -0.11CI2ETO1 0.04 CI2ECM1 0.16 CI106M1 0.02CI2ETM2 -0.24 CI2ECM2 -0.04CI2BCM1 -0.01 CI2CEM1 -0.13Note: International calibration sample: gender DIF estimates below -0.3 and above 0.3 shaded in grey. Negative values show differentialitem functioning in favour of females; positive values show DIF in favour of males.Cross-national measurement equivalenceWith any test used to assess student achievement cross-nationally, it is important that thetest items function similarly across those countries. Items show item-by-country interactionwhen students from different countries but with the same ability vary in their probability ofanswering these questions. Test items with considerable item-by-country interaction are notsuitable for the scaling of cognitive test items in international surveys.For the main survey analyses of ICCS test items, national calibrations were compared withinternational item parameters in order to assess the occurrence of item-by-country interaction.Confidence intervals were computed for each national item parameter. Computation was basedon the respective standard errors, and the confidence intervals were then adjusted for possibledesign effects and for multiple comparisons.136ICCS 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
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Calculating participation ratesFor
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Table 7.1: Unweighted participation
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The unweighted overall participatio
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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
Page 89 and 90: 88ICCS 2009 technical report
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 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: Assessment of scorer reliabilitiesT
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
Page 179 and 180: Table 12.9: Reliabilities for scale
Page 183 and 184: Table 12.12: Item parameters for sc
Page 185 and 186: Students’ attitudes toward instit
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Figure 12.9: Confirmatory factor an
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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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