ICCS 2009 Technical Report - IEA

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Chapter 1:Overview of the IEA International Civicand Citizenship Education StudyJohn Ainley and Wolfram SchulzIntroductionThe International Civic and Citizenship Education Study (ICCS) studied the ways in whichyoung people are prepared to undertake their roles as citizens. ICCS was based on thepremise that preparing students for citizenship roles involves developing relevant knowledgeand understanding as well as helping them form positive attitudes toward being a citizenand participating in activities related to civic and citizenship education. It also examineddifferences among countries in relation to these outcomes of civic and citizenship education,and it explored how differences among countries relate to student characteristics, school andcommunity contexts, and national characteristics.ICCS builds on the previous IEA (International Association for the Evaluation of EducationalAchievement) studies of civic education and is a response to the challenge of educating youngpeople for civic participation in the 21st century. The first IEA study of civic education wasconducted as part of the Six Subject Study, with data collected in 1971 (Torney, Oppenheim, &Farnen, 1975). The second study, the IEA Civic Education Study (CIVED), was carried out in1999 (Torney-Purta, Lehmann, Oswald, & Schulz, 2001; Torney-Purta, Schwille, & Amadeo,1999). An additional survey, of upper secondary students, was undertaken in 2000 (Amadeo,Torney-Purta, Lehmann, Husfeldt, & Nikolova, 2002).Results from ICCS have been reported in a brief report of first findings (Schulz, Ainley,Fraillon, Kerr, & Losito, 2010a) and in an international report (Schulz, Ainley, Fraillon, Kerr,& Losito, 2010b). These reports document differences among countries in relation to a widerange of civic-related learning outcomes and civic-related dispositions and behaviors. Theyalso document differences in the relationships between those outcomes, student characteristics,school contexts, and characteristics of countries. ICCS results have also been reported in aseries of regional reports concerned with Europe (Kerr, Sturman, Schulz, & Burge, 2010),Latin America (Schulz, Ainley, Friedman, & Lietz, 2011), and Asia (Fraillon, Ainley, &Schulz, forthcoming). This technical report provides information about the data and analyticprocedures that provided the basis for those reports.General designICCS was based around six research questions concerned with (1) variations in civicknowledge, (2) changes in content knowledge since 1999, (3) the interest and dispositionsof students to engage in public and political life, (4) perceptions of threats to civil society, (5)features of education systems, schools, and classrooms that are related to civic and citizenshipeducation, and (6) aspects of student background associated with the outcomes of civic andcitizenship education. The design of ICCS was elaborated in the ICCS assessment framework(Schulz, Fraillon, Ainley, Losito, & Kerr, 2008).ICCS was a comparative international survey of students in their eighth year of school (usuallyGrade 8). 1 In addition to collecting and analyzing data on student outcomes, the ICCS researchteam gathered information by conducting surveys of samples of teachers and the principalsin the participating schools. These survey data were complemented by information about thenational contexts for civic and citizenship education gathered by the national research centersof the participating countries.1 Provided that the average age of students in Grade 8 was 13.5 years or above at the time of the assessment.15
ICCS collected data from more than 140,000 Grade 8 (or equivalent) students in more than5,300 schools from 38 countries. These student data were augmented with data from more than62,000 teachers in those schools and further contextual data collected from school principalsand national research centers.ICCS assessment of knowledge and perceptionsUnlike learning and teaching in areas such as mother tongue, mathematics, and science, civicsand citizenship rarely has a well-defined place in a core curriculum. The ICCS assessmentframework provided a conceptual underpinning for the international instrumentation forICCS and a point of reference for the development of regional instruments. Within this overallframework, a civics and citizenship framework outlined the outcome measures addressedthrough the cognitive test and the student perceptions questionnaire.The civics and citizenship framework consisted of the following:• A content dimension specifying the subject matter to be assessed within civics andcitizenship (with regard to both affective-behavioral and cognitive aspects);• An affective-behavioral dimension which described the student perceptions and activitiesthat were measured; and• A cognitive dimension that described the thinking processes assessed.The four content domains in the ICCS assessment framework were civic society and systems, 2 civicprinciples, 3 civic participation, 4 and civic identities. 5 Each of these content domains was made up ofa set of subdomains that incorporated elements referred to as aspects and key concepts.Student perceptions and behaviors relevant to civics and citizenship were drawn from fouraffective-behavioral domains: value beliefs, attitudes, behavioral intentions, and behaviors. Value beliefsrelate to fundamental beliefs about democracy and citizenship. They are, relative to attitudes,more constant over time, more deeply rooted, and broader. Attitudes include self-cognitionsrelated to civics and citizenship, attitudes toward the rights and responsibilities of groups insociety, and attitudes toward institutions. Behavioral intentions refer to expectations of futurecivic action, and include constructs such as preparedness to participate in forms of civic protest,anticipated future political participation as adults, and anticipated future participation incitizenship activities. Behaviors reflect present or past participation in civic-related activities atschool or in the wider community.The two cognitive processes included in the ICCS framework were knowing and reasoning andanalyzing. Knowing refers to the learned civic and citizenship information that students usewhen engaging in cognitive tasks that help them to make sense of their civic worlds. Reasoningand analyzing refers to the ways in which students use civic and citizenship information toreach conclusions. These ways typically involve integrating perspectives that apply to more thana single concept and are applicable in a range of contexts.2 Civic society and systems consists of three subdomains: citizens (roles, rights, responsibilities, and opportunities), stateinstitutions (central to civic governance and legislation), and civil institutions (these mediate citizens’ contact with stateinstitutions and allow citizens to pursue many of their roles in their societies).3 Civic principles consists of three subdomains: equity (all people having the right to fair and just treatment), freedom (ofbelief and speech, and from fear and want), and social cohesion (sense of belonging, connectedness, and common vision heldby individuals and communities within a society).4 Civic participation consists of three subdomains: decision-making (organizational governance and voting), influencing(debating, demonstrating, developing proposals, and selective purchasing), and community participation (volunteering,participating in organizations, keeping informed).5 Civic identities consists of two subdomains: civic self-image (individuals’ experience of place in each of their civiccommunities) and civic connectedness (sense of connection to different civic communities; refers also to the civic rolesindividuals play within each community).16ICCS 2009 technical report
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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
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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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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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