ICCS 2009 Technical Report - IEA

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Table 11.17: Reliabilities for Latin American test itemsCountryReliability (Cronbach’s Alpha)Chile 0.76Colombia 0.67Dominican Republic 0.64Guatemala 0.66Mexico 0.72Paraguay 0.73Latin American ICCS average 0.72SummaryThe ICCS test items were scaled using item response modeling with the (one-parameter) Raschmodel. An extensive analysis of scaling properties was carried out prior to scaling. This processincluded reviews of missing values, test coverage, assessment of item fit, differential itemfunctioning by gender, and cross-national measurement equivalence.Three proficiency levels were established, and test-item locations on the ICCS civic knowledgescale were used to describe these levels. Plausible values were generated as ability estimates,with full conditioning taking all available international and regional data at the student levelinto account.In order to provide estimates of change in civic content knowledge over time, 15 CIVED itemswere used to obtain comparable test scores. In view of the low number of link items, anyoneanalyzing these data should take the equating error into account. Also, results need to beinterpreted with caution given the change in test design between the two surveys.ICCS used regional test components for Europe and Latin America. Because the European testitems assessing specific student knowledge about the European Union did not form a consistentscale, results pertaining to them were reported at the item level. Furthermore, because the LatinAmerican test items conceptually measured a cognitive dimension similar to the internationalones, it was possible to scale them so that they could be used as regional descriptors of ICCScivic knowledge.SCALING PROCEDURES FOR ICCS TEST ITEMS155
ReferencesAdams, R. (2002). Scaling PISA cognitive data. In R. Adams & M. Wu (Eds.), Technical report for theOECD Programme for International Student Assessment (pp. 99−108). Paris, France: OECD Publications.Adams, R., Wu, M., & Macaskill, G. (1997). Scaling methodology and procedures for themathematical and science scales. In M. O. Martin & D. L. Kelly (Eds.), TIMSS technical report: Vol. II.Implementation and analysis: Primary and middle school years. Chestnut Hill, MA: Boston College.Kerr, D., Sturman, L., Schulz, W., & Burge, B. (2010). ICCS 2009 European report: Civic knowledge,attitudes, and engagement among lower-secondary students in 24 European countries. Amsterdam, theNetherlands: International Association for the Evaluation of Educational Achievement (IEA).Masters, G. N., & Wright, B. D. (1997). The partial credit model. In W. J. van der Linden &R. K. Hambleton (Eds.), Handbook of modern item response theory (pp. 101−122). New York andBerlin/Heidelberg, Germany: Springer.Mislevy, R. J. (1991). Randomization-based inference about latent variables from complex samples.Psychometrika, 56, 177−196.Mislevy, R. J., & Sheehan, K. M. (1987). Marginal estimation procedures. In A. E. Beaton (Ed.), TheNAEP 1983−1984 technical report (Report No. 15-TR-20, pp. 293−360). Princeton, NJ: EducationalTesting Service.Monseur, C., & Berezner, A. (2007). The computation of equating errors in international surveys ineducation. Journal of Applied Measurement, 8(3), 323−335.Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests. Copenhagen, Denmark:Nielsen & Lydiche.Rost, J., & von Davier, M. (1994). A conditional item-fit index for Rasch models. AppliedPsychological Measurement, 18(2), 171–182.Schulz, W., Ainley, J., Fraillon, J., Kerr, D., & Losito, B. (2010). ICCS 2009 international report: Civicknowledge, attitudes, and engagement among lower-secondary school students in 38 countries. Amsterdam, theNetherlands: International Association for the Evaluation of Educational Achievement (IEA).Schulz, W., Ainley, J., Friedman, T., & Lietz, P. (2011). ICCS 2009 Latin American report: Civicknowledge and attitudes among lower-secondary students in six Latin American countries. Amsterdam, theNetherlands: International Association for the Evaluation of Educational Achievement (IEA).Schulz, W., Fraillon, J., Ainley, J., Losito, B., & Kerr, D. (2008). International civic and citizenshipeducation study: Assessment framework. Amsterdam, the Netherlands: International Association for theEvaluation of Educational Achievement (IEA).Schulz, W., & Sibberns, H. (2004). Scaling procedures for cognitive items. In W. Schulz & H.Sibberns (Eds.), IEA Civic Education Study: Technical report (pp. 69−91). Amsterdam, the Netherlands:International Association for the Evaluation of Educational Achievement (IEA).von Davier, M., Gonzalez, E., & Mislevy, R. (2009). What are plausible values and why are theyuseful? IERI Monograph Series, Volume 2, 9−36.Warm, T. A. (1989). Weighted likelihood estimation of ability in item response theory. Psychometrika,54(3), 427−450.Wright, B. D., & Masters, G. N. (1982). Rating scale analysis: Rasch measurement. Chicago, IL: MesaPress.Wu, M. L., Adams, R. J., Wilson, M. R., & Haldane, S. (2007). ACER ConQuest: General item responsemodelling software [computer program]. Camberwell, Victoria, Australia: Australian Council forEducational Research.156ICCS 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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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
Page 105 and 106: They received an overview of the st
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Page 109 and 110: Table 9.3: Percentages of IQCM resp
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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 and 146: Table 11.7: Final item parameters u
Page 147 and 148: Table 11.9: Median test reliabiliti
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Page 151 and 152: Figure 11.6: Scatterplot for link i
Page 153 and 154: Here, s 2 represents the variance o
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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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Table 12.40: Reliabilities for scal
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Figure 12.23: Confirmatory factor a
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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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