ICCS 2009 Technical Report - IEA

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Figure 12.2: Example of questionnaire item-by-score mapScale scores (mean = 50, standard deviation = 10)ItemScores20 30 40 50 60 70 80Item 1Item 2Item 3Strongly disagree Disagree Agree Strongly agreeExample of how to interpret the item-by-score map1: A respondent with score 30 has more than a 50% probability of strongly disagreeing with allthree items2: A respondent with score 40 has more than a 50% probability of not strongly disagreeing withItems 1 and 2 but of strongly disagreeing with Item 33: A respondent with score 50 has more than a 50% probability of agreeing with Items 1 and ofdisagreeing with Items 2 and 34: A respondent with score 60 has more than a 50% probability of strongly agreeing with Items1 and of at least agreeing with Items 2 and 35: A respondent with score 60 has more than a 50% probability of strongly agreeing with Items1, 2, and 3Question 13 of the ICCS student questionnaire asked students how often they took part indifferent activities outside of school. Four items asked them about their participation indiscussion with friends and parents about political or social issues and events in other countries.Response categories were “never or hardly ever,” “monthly,” “weekly,” and “daily or almost daily.”The resulting scale (POLDISC) had a reliability (Cronbach’s alpha) of 0.72 for the pooled ICCSsample. Across the participating countries, scale reliabilities ranged from 0.61 to 0.81 (see Table12.1). Table 12.2 shows the item wording as well as the item parameters that were used forscaling. The higher values on this scale reflect more frequent participation in discussions aboutpolitical and social issues outside of school.Question 14 asked students to state whether they had participated in eight differentorganizations, clubs, or groups in the wider community either “within the last 12 months,”“more than a year ago,” or “never.” Seven of these items were used to derive a scale reflectingstudents’ civic participation in the wider community (PARTCOM); the positive values on this scalereflect higher levels of civic participation. The scale reliability (Cronbach’s alpha) was 0.74 forthe international sample. Scale reliabilities across countries ranged from 0.60 to 0.80 (see Table12.1). Table 12.2 shows the item parameters that were used for scaling.SCALING PROCEDURES FOR ICCS questionnaire ITEMS165
Table 12.1: Reliabilities for scales reflecting students’ behaviorsCountry Political Discussion Community Participation School ParticipationAustria 0.72 0.71 0.61Belgium (Flemish) 0.71 0.65 0.70Bulgaria 0.65 0.72 0.70Chile 0.66 0.71 0.62Chinese Taipei 0.74 0.68 0.66Colombia 0.67 0.71 0.63Cyprus 0.69 0.78 0.75Czech Republic 0.71 0.67 0.64Denmark 0.79 0.66 0.68Dominican Republic 0.61 0.69 0.64England 0.74 0.73 0.71Estonia 0.75 0.68 0.68Finland 0.81 0.62 0.66Greece 0.66 0.72 0.63Guatemala 0.68 0.71 0.61Hong Kong SAR 0.79 0.74 0.72Indonesia 0.64 0.66 0.56Ireland 0.71 0.66 0.61Italy 0.67 0.67 0.53Korea, Republic of 0.76 0.76 0.75Latvia 0.70 0.69 0.70Liechtenstein 0.71 0.65 0.66Lithuania 0.69 0.69 0.67Luxembourg 0.69 0.76 0.64Malta 0.63 0.70 0.00Mexico 0.64 0.73 0.66Netherlands 0.71 0.60 0.68New Zealand 0.75 0.71 0.72Norway 0.80 0.75 0.71Paraguay 0.64 0.68 0.59Poland 0.74 0.71 0.65Russian Federation 0.74 0.73 0.69Slovak Republic 0.71 0.67 0.62Slovenia 0.69 0.73 0.70Spain 0.68 0.74 0.62Sweden 0.81 0.80 0.69Switzerland 0.76 0.67 0.64Thailand 0.76 0.67 0.64ICCS average 0.72 0.74 0.66166ICCS 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
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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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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
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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.
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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
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 171 and 172: Table 12.4: Item parameters for sca
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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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