ICCS 2009 Technical Report - IEA

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Figure 11.4 shows the item-by-country interaction graph for item CI2HRM2, which was notretained for international scaling. The figure shows clear and considerable variation in theitem difficulties across countries. Similar graphs produced for each test item were used in thetest-item adjudication process at the international and national levels, while information aboutoccurrence of cross-national DIF was used to identify items for post-verification checks aftercompletion of the main data collection.Figure 11.4: Example of item-by-country interaction graph for Item CI2HRM26.05.04.03.02.0Probability1.00.0-1.0-2.0-3.0BGRCHLTWNCOLCYPDNKDOMESTFINGRCGTMHKGIDNIRLITAAUTKORLVALIELTULUXMLTMEXNLDNZLBFLNORPRYPOLRUSSVKSVNESPSWECHETHAENG-4.0-5.0-6.0Although the ICCS test items showed generally only limited item-by-country interactions, therewere some national item difficulties that deviated quite considerably from the international itemdifficulty. In these cases, these items were omitted from scaling for those national samples wherelarger deviations were observed.Item-by-country interaction was also examined for the open-ended items. With these items,item-by-country interaction can be evidence of differences in the relative harshness of markersacross countries. Comparison of the relative difficulties of open-ended items with multiplechoiceitems across all countries made evident that students in the Dominican Republic andIndonesia appeared to find it easier to answer the open-ended items correctly than did studentsin the other countries. This situation suggested problems with how the scoring procedures wereconducted. All open-ended items for these two countries were subsequently removed fromscaling and the international database.Missing data issuesThere were three possible types of missing responses in the ICCS test. These were omitteditems (coded as 9), not-administered items (coded as 8), and invalid responses (coded as 7).The omitted response category was used when a student provided no response at all to an itemadministered to him or her. Not-administered items were those that, although in the wholeitem pool, were not in a booklet administered to a student either deliberately (when there werealternative or rotated test booklets) or, in rare cases, in error. Invalid responses occurred when,for example, students ticked more than one of the possible answers to a multiple-choice item.SCALING PROCEDURES FOR ICCS TEST ITEMS137
Table 11.4 shows the percentages of omitted and invalid responses for the internationalcalibration sample. There were considerably more omissions for open-ended items than formultiple-choice items. The percentages of invalid responses were generally low.Table 11.4: Percentages of omitted and invalid responses for test itemsItem Percentage Omitted Percentage Invalid Item Percentage Omitted Percentage InvalidCI2COM1 0.4 0.2 CI2PFM2 0.7 0.3CI2MOM1 0.8 0.2 CI2PCM1 0.5 0.5CI2MLM1 0.5 0.2 CI2PCM2 0.5 0.3CI2MLM2 0.8 0.2 CI2VOM1 1.0 0.2CI2PDO1 16.2 0.0 CI2VOM2 0.7 0.3CI2RDM2 1.1 0.2 CI2VOM3 0.6 0.3CI2SHM1 0.6 0.3 CI2DLM1 1.6 0.2CI2SHM2 0.6 0.3 CI2HRM1 0.6 0.3CI2TGM1 1.0 0.3 CI2JOM1 0.6 0.3CI2TGM2 0.6 0.5 CI2WFO2 13.0 0.0CI2BPM1 0.5 0.4 CI2PGM1 1.2 0.3CI2BPM2 0.7 0.2 CI2PGM2 1.6 0.4CI2GFM1 0.6 0.2 CI2ECM1 0.3 0.3CI2BIO1 14.1 0.0 CI2ECM2 0.6 0.4CI2GLM1 0.8 0.5 CI2CEM1 0.6 0.2CI2GLM2 0.9 0.4 CI2CEM2 0.8 0.4CI2FDM1 1.1 0.2 CI2WFO1 9.9 0.0CI2FSM1 0.8 0.5 CI2ORM1 1.1 0.3CI2SCM1 1.2 0.3 CI2RCM1 1.0 0.2CI2SCM2 0.8 0.3 CI2PJM1 0.7 0.3CI2ASM1 0.6 0.5 CI2PJM2 0.8 0.2CI2ASM2 0.7 0.3 CI2REM2 0.9 0.4CI2CNM1 0.5 0.7 CI2REM3 0.7 0.9CI2CNM2 0.4 0.3 CI101M1 0.7 0.2CI2ETO1 16.5 0.0 CI109M1 0.8 0.4CI2ETM2 1.0 0.4 CI108M1 1.0 0.4CI2BCM1 0.6 0.5 CI128M1 1.3 0.3CI2PRM1 0.5 0.4 CI137M1 0.6 0.5CI2CCM1 0.7 0.3 CI110M1 1.2 0.2CI2CCM2 0.8 0.4 CI113M1 0.6 0.2CI2SRM1 0.8 0.4 CI104M1 0.6 0.3CI2SRM2 0.6 0.3 CI115M1 1.1 0.3CI2SRM3 0.7 0.4 CI119M1 1.0 0.3CI2OMM1 1.0 0.3 CI120M1 0.6 0.6CI2OMM2 0.6 0.3 CI121M1 1.0 0.3CI2OMM3 0.7 0.5 CI127M1 1.5 0.2CI2HRM2 0.9 0.6 CI132M1 0.7 0.5CI2RRO1 16.0 0.0 CI129M1 1.3 0.2CI2DCM1 0.6 0.5 CI130M1 1.0 0.2CI2PFM1 0.5 0.4 CI106M1 0.7 0.3138ICCS 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
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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 and 136: Assessment of scorer reliabilitiesT
Page 137: Table 11.3: Gender DIF estimates fo
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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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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