ICCS 2009 Technical Report - IEA

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Table 11.8: Estimated ICCS booklet parametersEstimated Booklet EffectBooklet 1 -0.01 (0.01)Booklet 2 -0.02 (0.01)Booklet 3 0.02 (0.01)Booklet 4 0.02 (0.01)Booklet 5 -0.03 (0.01)Booklet 6 -0.01 (0.01)Booklet 7 0.03 (0.01)All available international student questionnaire variables as well as those derived from regionalinstruments were used for conditioning. Dealing with missing responses required substitutingall missing responses in a variable with either the mode or the mean. Additional indicatorsfor missing values were added as additional variables. Table D.1 in Appendix D lists all theinternational and regional student-level variables (along with their respective codings) that wereused to condition the plausible values of civic knowledge.Because of the large number of variables, the principal components of all student-level variables(single items or scale indices) were used as conditioning variables. These reflected 99 percentof the variance. At the student level, only gender and its missing indicator were used as a directconditioning variable. Classroom indicators were added as further direct conditioning variablesin order to account for differences among schools and classrooms.After plausible values had been drawn, the resulting scale was transformed to a metric with amean of 500 and a standard deviation of 100 for equally weighted ICCS countries that hadmet sampling requirements (Categories 1 and 2). This linear transformation can be computedby applying the formulaq n ’=500+100 q n–qs q ,where q n ’ are the student scores in the international metric, q n are the original logit scores,q is the international mean of student logit scores (-0.01) with equally weighted countrysubsamples, and s qis its corresponding international standard deviation (0.95). Thistransformation was applied to each of the five plausible values. Chapter 13 provides adescription of how the plausible values were used to calculate imputation variance.In addition to containing plausible values, the ICCS student database contains nationallystandardized ability scores that were derived as weighted likelihood estimates. These estimateswere computed by minimizing the equationSi∈Ωr x +xJ nexp(S (q n – d i + t ij )j=0– S km2I j=1 i knS exp S (q n – d i + t ij )h=0k=0= 0for each case n, where r x is the sum score obtained from a set of k items with j categories.Weighted likelihood estimates are obtained by applying the Newton-Raphson method.The term J n /2I n (with I n being the information function for student n and J n its derivativewith respect to q) is used as a weight function to account for the bias inherent in maximumlikelihood estimation (Warm, 1989). ACER ConQuest was used to derive scale scores with thesame international item parameters that were used to compute the plausible values.SCALING PROCEDURES FOR ICCS TEST ITEMS145
Table 11.9: Median test reliabilities across booklets for national samples (Cronbach’s alpha)CountryMedian Test ReliabilityMedian Number of Itemsacross Bookletsper BookletAustria 0.86 32Belgium (Flemish) 0.82 32Bulgaria 0.88 32Chile 0.83 32Chinese Taipei 0.83 31Colombia 0.81 32Cyprus 0.84 32Czech Republic 0.81 32Denmark 0.84 32Dominican Republic 0.70 29England 0.87 32Estonia 0.84 32Finland 0.81 32Greece 0.87 32Guatemala 0.78 32Hong Kong SAR 0.84 30Indonesia 0.72 27Ireland 0.87 32Italy 0.82 32Korea, Republic of 0.77 27Latvia 0.78 29Liechtenstein 0.85 32Lithuania 0.80 32Luxembourg 0.86 31Malta 0.85 30Mexico 0.82 32Netherlands 0.85 32New Zealand 0.88 32Norway 0.84 32Paraguay 0.84 32Poland 0.85 32Russian Federation 0.82 32Slovak Republic 0.82 32Slovenia 0.83 32Spain 0.84 32Sweden 0.85 32Switzerland 0.83 32Thailand 0.78 31ICCS median 0.83 32146ICCS 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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• The School Sampling Manual (ICC
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School coordinators were required t
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Page 97 and 98: Scoring the ICCS assessmentThe succ
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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 and 142: fell below 70 percent were removed.
Page 143 and 144: Table 11.6: National items excluded
Page 145: Table 11.7: Final item parameters u
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
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Page 161 and 162: Teacher questionnaireIndividual tea
Page 163 and 164: In the case of items with more than
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Page 167 and 168: Table 12.1: Reliabilities for scale
Page 169 and 170: Figure 12.3: Confirmatory factor an
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Table 12.22: Reliabilities for scal
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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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