ICCS 2009 Technical Report - IEA

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Table 12.2: Item parameters for scales reflecting students’ behaviorsScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)PoliticalDiscussionHow often are you involved in each of the following activities outside of school?IS2G13A Talking with your parent(s) about political or social issues 1.14 -0.70 -0.10 0.81IS2G13D Talking with friends about political and social issues 1.70 -0.69 -0.12 0.81IS2G13F Talking with your parent(s) about what is happening in 0.46 -1.25 -0.05 1.31other countriesIS2G13G Talking with friends about what is happening in other countries 1.15 -1.15 -0.04 1.1CommunityParticipationHave you ever been involved in activities of any of the following organisations, clubs, or groups?IS2P14A Youth organisation affiliated with a political party or union 2.30 0.99 -0.99IS2P14B Environmental organisation 1.57 -0.08 0.08IS2P14C Human rights organisation 2.12 0.43 -0.43IS2P14D A voluntary group doing something to help the community 1.28 -0.01 0.01IS2P14E An organisation collecting money for a social cause 1.04 -0.09 0.09IS2P14F A cultural organisation based on ethnicity 2.20 0.46 -0.46IS2P14H A group of young people campaigning for an issue 1.43 0.19 -0.19SchoolParticipationAt school, have you ever done any of the following activities?IS2G15A Voluntary participation in school-based music or drama 0.25 -0.27 0.27activities outside of regular lessonsIS2G15B Active participation in a debate 0.65 0.27 -0.27IS2G15C Voting for or -0.49 0.15 -0.15IS2G15D Taking part in decision-making about how the school is run 0.79 0.25 -0.25IS2G15E Taking part in discussions at a 0.69 0.32 -0.32IS2G15F Becoming a candidate for or 0.70 0.29 -0.29Question 15 asked students if they had participated in six different civic-related activities atschool either “within the last twelve months,” “more than a year ago,” or “never.” These itemspermitted derivation of a scale reflecting students’ civic participation at school (PARTSCHL), withthe positive values reflecting higher levels of civic participation. The scale reliability was 0.66for the international sample, and the cross-national reliabilities ranged from 0.53 to 0.75. Table12.2 shows the item parameters used for scaling.Figure 12.3 shows the results of the confirmatory factor analysis of these items. The RMSEAindicated a close model fit whereas NNFI and CFI suggested some lack of fit. The CFA showedmoderate positive correlations among the three latent traits, in particular between communityandschool-based student participation.SCALING PROCEDURES FOR ICCS questionnaire ITEMS167
Figure 12.3: Confirmatory factor analysis of items measuring students’ behaviorsIS2G13A0.460.73IS2G13D0.390.781.00POLDISC0.78IS2G13F0.390.78IS2G13G 0.390.40IS2P14AIS2P14B0.560.450.660.74IS2P14C0.370.800.411.00PARTCOM0.710.62IS2P14D0.500.72IS2P14E0.610.70IS2P14F0.480.58IS2P14H 0.51IS2G15A0.7370.521.00PARTSCHL0.520.60IS2G15B0.730.72IS2G15C0.640.660.66IS2G15D0.48IS2G15E0.56RMSEA 0.041NNFI 0.88CFI 0.90IS2G15F 0.57Students’ perceptions of the school contextTable 12.3 reports the four scales (and their reliabilities) derived from questions regardingstudents’ perceptions. The scales, which are included in the ICCS student database, are:• Students’ perceptions of openness in classroom discussions (OPDISC);• Students’ perceptions of influence on decisions about school (STUDINF);• Students’ perceptions of student−teacher relations at school (STUTREL);• Students’ perceptions of the value of participation at school (VALPARTS).Question 16 asked students how frequently (“never,” “rarely,” “sometimes,” “often”) they thoughtpolitical and social issues were discussed during regular lessons. Six of the question items wereused to derive the scale reflecting students’ perceptions of openness in classroom discussions (OPDISC).The higher values on the scale reflect perceptions of higher levels of classroom discussions ofpolitical and social issues. The scale’s reliability (Cronbach’s alpha) was 0.76 for the pooledICCS sample. The country reliabilities ranged from 0.65 to 0.84 (see Table 12.3). Table 12.4shows the item parameters that were used for scaling.Question 17 asked students to report the extent to which they thought their opinion was takeninto account when decisions were being made about their school. The response options were“not at all,” “to a small extent,” “to a moderate extent,” and “to a large extent.”168ICCS 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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Table 9.9: Numbers of NRC responses
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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
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
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Page 191 and 192: Table 12.17: Reliabilities for scal
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Page 201 and 202: In Question 19, teachers were asked
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Page 213 and 214: School questionnairePrincipals’ r
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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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