ICCS 2009 Technical Report - IEA

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Figure 12.31: Confirmatory factor analysis of items measuring Latin American students’ 250reports on frequency of discussions at school about civic issuesFigure 12.32: Confirmatory factor analysis of items measuring students’ perceptions of 252government and law in AsiaFigure 12.33: Confirmatory factor analysis of items measuring students’ perceptions 255of identity, citizenship, and culture in AsiaFigure 12.34: Confirmatory factor analysis of items measuring students’ perceptions 258of public service in AsiaTables appendicesTable B.1.1: Allocation of student sample in Austria 286Table B.1.2: Allocation of teacher sample in Austria 286Table B.2.1: Allocation of student sample in Belgium (Flemish) 287Table B.2.2: Allocation of teacher sample in Belgium (Flemish) 287Table B.3: Allocation of student sample and teacher sample in Bulgaria 288Table B.4: Allocation of student sample and teacher sample in Chile 288Table B.5.1: Allocation of student sample in Chinese Taipei 289Table B.5.2: Allocation of teacher sample in Chinese Taipei 289Table B.6.1: Allocation of student sample in Colombia 290Table B.6.2: Allocation of teacher sample in Colombia 290Table B.7.1: Allocation of student sample in Cyprus 291Table B.7.2: Allocation of teacher sample in Cyprus 291Table B.8.1: Allocation of student sample in the Czech Republic 291Table B.8.2: Allocation of teacher sample in the Czech Republic 292Table B.9.1: Allocation of student sample in Denmark 292Table B.9.2: Allocation of teacher sample in Denmark 292Table B.10: Allocation of student sample and teacher sample in the 293Dominican RepublicTable B.11.1: Allocation of student sample in England 293Table B.11.2: Allocation of teacher sample in England 293Table B.12.1: Allocation of student sample in Estonia 294Table B.12.2: Allocation of teacher sample in Estonia 294Table B.13.1: Allocation of student sample in Finland 295Table B.13.2: Allocation of teacher sample in Finland 295Table B.14: Allocation of student sample in Greece 296Table B.15: Allocation of student sample and teacher sample in Guatemala 296Table B.16.1: Allocation of student sample in Hong Kong, SAR 297Table B.16.2: Allocation of teacher sample in Hong Kong, SAR 297Table B.17.1: Allocation of student sample in Indonesia 297Table B.17.2: Allocation of teacher sample in Indonesia 298Table B.18.1: Allocation of student sample in Ireland 298Table B.18.2: Allocation of teacher sample in Ireland 299Table B.19.1: Allocation of student sample in Italy 299Table B.19.2: Allocation of teacher sample in Italy 299Table B.20.1: Allocation of student sample in Korea 300Table B.20.2: Allocation of teacher sample in Korea 300LIST of tables and figures13
Table B.21.1: Allocation of student sample in Latvia 301Table B.21.2: Allocation of teacher sample in Latvia 301Table B.22: Allocation of student sample and teacher sample in Liechtenstein 301Table B.23: Allocation of student sample and teacher sample in Lithuania 302Table B.24.1: Allocation of student sample in Luxembourg 302Table B.24.2: Allocation of teacher sample in Luxembourg 303Table B.25: Allocation of student sample and teacher sample in Malta 303Table B.26.1: Allocation of student sample in Mexico 303Table B.26.2: Allocation of teacher sample in Mexico 304Table B.27.1: Allocation of student sample in the Netherlands 304Table B.27.2: Allocation of teacher sample in the Netherlands 304Table B.28.1: Allocation of student sample in New Zealand 305Table B. 28.2: Allocation of teacher sample in New Zealand 305Table B. 29.1: Allocation of student sample in Norway 306Table B.29.2: Allocation of teacher sample in Norway 306Table B.30.1: Allocation of student sample in Paraguay 306Table B.30.2: Allocation of teacher sample in Paraguay 307Table B.31: Allocation of student sample and teacher sample in Poland 307Table B.32: Allocation of student sample and teacher sample in the 308Russian FederationTable B.33.1: Allocation of student sample in the Slovak Republic 309Table B.33.2: Allocation of teacher sample in the Slovak Republic 309Table B.34.1: Allocation of student sample in Slovenia 310Table B.34.2: Allocation of teacher sample in Slovenia 310Table B.35: Allocation of student sample and teacher sample in Spain 311Table B.36.1: Allocation of student sample in Sweden 312Table B.36.2: Allocation of teacher sample in Sweden 312Table B.37.1: Allocation of student sample in Switzerland 313Table B.37.2: Allocation of teacher sample in Switzerland 313Table B.38: Allocation of student sample and teacher sample in Thailand 314Table C.1: Descriptions for cognitive test items and allocations to proficiency levels 315Table D.1: List of international and regional student-level conditioning variables 319for ICCS 2009Table D.2: Years of parental education corresponding to ISCED levels per country 329Table D.3: Years of further schooling beyond target grade corresponding to ISCED 330levels per countryTable D.4: Transformation parameters for international and regional questionnaire 331scales (means and standard deviations of original IRT scores)14ICCS 2009 technical report
Page 5 and 6: School sampling design 63Within-sch
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Page 9 and 10: Table 9.9: Numbers of NRC responses
Page 11 and 12: Table 12.37: Item parameters for sc
Page 13: Figure 12.7: Confirmatory factor an
Page 17 and 18: ICCS collected data from more than
Page 19 and 20: • A 30-minute school questionnair
Page 21 and 22: ReferencesAmadeo, J., Torney-Purta,
Page 23 and 24: Table 2.1: Test development process
Page 25 and 26: PanelingPaneling is a team-based ap
Page 27 and 28: Development of constructed-response
Page 29 and 30: Table 2.6: Field trial item mapping
Page 31 and 32: Released test itemsTwo clusters of
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Page 35 and 36: • Civic identities, comprising tw
Page 37 and 38: The context of the wider community
Page 39 and 40: The international options offered t
Page 41 and 42: Some of the constructs measured thr
Page 43 and 44: Discussion with national centers an
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Page 47 and 48: was that the test would focus on kn
Page 49 and 50: 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
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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
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Table 7.7: Participation by country
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88ICCS 2009 technical report
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• The School Sampling Manual (ICC
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School coordinators were required t
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For countries administering the sch
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Scoring the ICCS assessmentThe succ
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Quality control throughout the data
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Table 8.3: Weighted percentages of
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ICCS International Study Center (20
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They received an overview of the st
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Survey administration activities du
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Table 9.3: Percentages of IQCM resp
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Table 9.9: Numbers of NRC responses
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Table 9.12: Numbers of NRC response
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The majority of countries used the
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ReferencesICCS International Study
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After the item-statistics review ha
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Documentation and structure checkFo
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Filter questions, which appeared in
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SummaryTo achieve a high standard o
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Test coverage and item dimensionali
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Table 11.1: Item total-score correl
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Assessment of scorer reliabilitiesT
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Table 11.3: Gender DIF estimates fo
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Table 11.4 shows the percentages of
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fell below 70 percent were removed.
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Table 11.6: National items excluded
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Table 11.7: Final item parameters u
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Table 11.9: Median test reliabiliti
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The approach chosen was essentially
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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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Figure 12.3: Confirmatory factor an
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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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Table 12.12: Item parameters for sc
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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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260ICCS 2009 technical report
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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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ICCS 2009 Technical Report - IEA

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