ICCS 2009 Technical Report - IEA

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Table 11.5: Example of item statistics provided to national centers-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ICCS 2009 MS - Item Statistics for Country: CNT Target Grade-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------How to read the item names: | Other abbreviations:|/--------------- Subject: C = Civic and Citizenship Education | ITEM Name of the item| /------------- Internationally administered item | N Number of valid cases| | /----------- Item developed for: 1 = CivEd 1999, 2 = ICCS 2009 | DIFF Item difficulty| | | /-------- Item unit: Unique identifier of unit | DISCR Item discrimination| | | | /------ Item type: M = Multiple-choice item, C = Constructed item, | Percentages| | | | | O = Open-ended item | 0,1,2,3,4,5 % of students choosing different answer options| | | | | /---- Number of item within unit | NR % of students not reaching the item| | | | | | | OM (for MC) % of students omitting the item| | | | | | | INV % of students which gave invalid answerC I 2 07 M 2 | OM (for CR) % of students omitting or answering the item incorrectly| Point bi-serial correlations| 0,1,2,3,4,5 Corr. for students choosing different answer options| International| Rasch results| EST Rasch item difficulty| ERR Rasch standard error of item difficulty| STPx Step difficulty| FIT Rasch mean square fit index| GIRL Item difficulty difference to female| BOY Item difficulty difference to male| EST International Rasch difficulty| PB International point-biserial corr. for correct distractorCountries in International Statistics: | DIFF International item difficultyAUT BFL BGR CHE CHL COL CYP ENG ESP FIN GRC GTM HKG IRL ITA KOR LIE LTU MEX NOR NZL POL RUS SVK SVN SWE THA TWN-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Percentages Point bi-serial correlations InternationalITEM N DIFF DISCR| 0 1 2 3 4 OM NR INV | 0 1 2 3 4 OM | EST ERR STP1 STP2 STP3 FIT GIRL BOY | EST PB DIFF-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------1 CI101M1 1469 78.4 0.5 | 10.8 78.4* 6.1 3.8 0.8 0.1 | . -0.33 0.52* -0.30 -0.15 -0.10 | -1.03 0.03 . . . 0.72 0.06 -0.06 | -0.48 0.39 68.972 CI104M1 1468 69.8 0.4 | 5.5 16.8 7.2 69.8* 0.3 0.1 0.4 | . -0.32 -0.18 -0.21 0.44* -0.05 | -0.50 0.03 . . . 0.99 0.13 -0.13 | -0.06 0.39 61.613 CI106M1 1465 73.3 0.5 | 8.9 12.6 73.3* 3.8 0.9 0.3 0.5 | . -0.32 -0.29 0.53* -0.19 -0.06 | -0.70 0.03 . . . 0.79 0.04 -0.04 | -0.64 0.48 72.634 CI108M1 1469 49.1 0.3 | 12.1 8.6 49.1* 28.1 1.5 0.8 | . -0.19 -0.23 0.30* 0.00 -0.12 | 0.56 0.03 . . . 1.14 0.13 -0.13 | 0.15 0.34 58.265 CI109M1 1469 70.1 0.5 | 6.5 10.1 11.8 70.1* 1.2 0.3 | . -0.22 -0.30 -0.26 0.54* -0.14 | -0.52 0.03 . . . 0.85 -0.12 0.12 | -0.13 0.43 63.616 CI110M1 1469 58.5 0.5 | 8.9 14.4 16.6 58.5* 1.3 0.4 | . -0.17 -0.34 -0.17 0.50* -0.09 | 0.10 0.03 . . . 0.95 0.19 -0.19 | 0.38 0.46 53.167 CI113M1 1468 74.8 0.5 | 7.9 74.8* 7.3 8.8 0.8 0.1 0.4 | . -0.27 0.47* -0.25 -0.20 -0.08 | -0.79 0.03 . . . 0.89 -0.09 0.09 | -0.04 0.41 61.738 CI115M1 1468 51.4 0.5 | 20.2 51.4* 15.4 11.8 0.7 0.1 0.5 | . -0.13 0.45* -0.30 -0.17 -0.06 | 0.45 0.03 . . . 1.01 0.07 -0.07 | 0.77 0.41 45.409 CI119M1 1468 57.0 0.6 | 31.5 5.0 57.0* 5.3 0.3 0.1 0.8 | . -0.40 -0.23 0.60* -0.21 -0.09 | 0.17 0.03 . . . 0.80 0.04 -0.04 | 0.05 0.47 60.4310 CI120M1 1467 57.9 0.4 | 30.1 5.9 57.9* 4.4 0.5 0.1 1.4 | . -0.17 -0.18 0.36* -0.21 -0.04 | 0.13 0.03 . . . 1.10 -0.08 0.08 | -0.83 0.37 76.1511 CI121M1 1467 34.9 0.3 | 34.9* 7.2 34.6 22.1 0.9 0.1 0.3 | . 0.31* -0.16 -0.17 -0.03 -0.05 | 1.27 0.03 . . . 1.20 0.31 -0.31 | 0.89 0.34 43.3412 CI127M1 1467 26.8 0.3 | 5.3 28.1 26.8* 37.8 1.7 0.1 0.3 | . -0.23 -0.02 0.26* -0.09 -0.04 | 1.72 0.03 . . . 1.26 0.35 -0.35 | 1.17 0.28 38.0513 CI128M1 1469 64.4 0.6 | 10.8 10.8 12.0 64.4* 1.7 0.4 | . -0.16 -0.37 -0.28 0.57* -0.06 | -0.20 0.03 . . . 0.83 0.01 -0.01 | -0.22 0.47 64.9514 CI129M1 1466 58.7 0.4 | 13.4 13.5 58.7* 12.8 1.2 0.2 0.4 | . -0.16 -0.30 0.44* -0.16 -0.03 | 0.09 0.03 . . . 0.97 0.21 -0.21 | 0.56 0.37 49.9315 CI130M1 1466 47.3 0.4 | 14.2 15.1 20.0 47.3* 3.1 0.2 0.3 | . -0.08 -0.23 -0.23 0.42* -0.01 | 0.65 0.03 . . . 1.06 0.20 -0.20 | -0.27 0.53 66.01SCALING PROCEDURES FOR ICCS TEST ITEMS141
Table 11.6: National items excluded from scalingCountry Item IssueBulgaria CI110M1 Translation errorBulgaria CI2FDM1 Translation errorChile CI2CCM2 Large item-by-country interactionChinese Taipei CI2DLM1 Large item-by-country interactionChinese Taipei CI2FSM1 Large item-by-country interactionChinese Taipei CI2RCM1 Large item-by-country interactionChinese Taipei CI2TGM1 Large item-by-country interactionColombia CI101M1 Large item-by-country interactionColombia CI113M1 Large item-by-country interactionCzech Republic CI2BIO1 Large item-by-country interactionDominican Republic CI113M1 Large item-by-country interactionEstonia CI101M1 Translation errorFinland CI2BIO1 Large item-by-country interactionGuatemala CI101M1 Large item-by-country interactionGuatemala CI113M1 Large item-by-country interactionHong Kong SAR CI110M1 Large item-by-country interactionHong Kong SAR CI2PCM2 Large item-by-country interactionIndonesia CI2BPM1 Translation errorIndonesia CI2CCM1 Large item-by-country interactionIndonesia CI2SCM1 Translation errorIndonesia CI2PCM1 Translation errorIndonesia CI2CEM1 Translation errorItaly CI2DLM1 Large item-by-country interactionKorea, Republic of CI104M1 Large item-by-country interactionKorea, Republic of CI110M1 Translation errorKorea, Republic of CI128M1 Translation errorKorea, Republic of CI2ASM2 Translation errorKorea, Republic of CI2CEM2 Large item-by-country interactionKorea, Republic of CI2ETO1 Large item-by-country interactionKorea, Republic of CI2FSM1 Translation errorKorea, Republic of CI2OMM1 Translation errorKorea, Republic of CI2ORM1 Large item-by-country interactionKorea, Republic of CI2PGM2 Large item-by-country interactionKorea, Republic of CI2RCM1 Translation errorKorea, Republic of CI2RDM2 Translation errorKorea, Republic of CI2TGM2 Large item-by-country interactionKorea, Republic of CI2VOM3 Translation errorLatvia CI2SCM1 Translation errorLiechtenstein CI127M1 Large item-by-country interactionLiechtenstein CI2PCM1 Large item-by-country interactionLiechtenstein CI2PDO1 Large item-by-country interactionLithuania (Lithuanian version) CI110M1 Printing problemMexico CI2PCM1 Large item-by-country interactionNorway CI128M1 Large item-by-country interaction142ICCS 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
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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 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: fell below 70 percent were removed.
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
Page 189 and 190: Table 12.16: Item parameters for sc
Page 191 and 192: Table 12.17: Reliabilities for scal
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Table 12.19: 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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