ICCS 2009 Technical Report - IEA

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Table 12.3: Reliabilities for scales reflecting students’ perceptions of the school contextCountryOpen Classroom Student Influence Student–Teacher Value ofRelations ParticipationAustria 0.76 0.83 0.80 0.66Belgium (Flemish) 0.74 0.88 0.78 0.69Bulgaria 0.75 0.88 0.72 0.72Chile 0.76 0.85 0.76 0.73Chinese Taipei 0.80 0.86 0.85 0.81Colombia 0.65 0.75 0.74 0.64Cyprus 0.75 0.84 0.80 0.76Czech Republic 0.71 0.86 0.78 0.70Denmark 0.75 0.78 0.80 0.74Dominican Republic 0.68 0.72 0.70 0.64England 0.81 0.88 0.80 0.79Estonia 0.74 0.87 0.75 0.73Finland 0.74 0.87 0.80 0.81Greece 0.69 0.85 0.77 0.70Guatemala 0.70 0.81 0.66 0.68Hong Kong SAR 0.84 0.87 0.84 0.77Indonesia 0.66 0.87 0.53 0.54Ireland 0.79 0.89 0.79 0.76Italy 0.66 0.81 0.75 0.65Korea, Republic of 0.81 0.90 0.79 0.81Latvia 0.70 0.87 0.76 0.71Liechtenstein 0.79 0.80 0.79 0.75Lithuania 0.73 0.86 0.72 0.68Luxembourg 0.75 0.87 0.80 0.73Malta 0.75 0.85 0.79 0.73Mexico 0.71 0.78 0.74 0.69Netherlands 0.73 0.84 0.75 0.72New Zealand 0.80 0.87 0.78 0.77Norway 0.80 0.85 0.84 0.77Paraguay 0.65 0.78 0.66 0.59Poland 0.76 0.88 0.78 0.79Russian Federation 0.75 0.86 0.75 0.71Slovak Republic 0.68 0.86 0.79 0.64Slovenia 0.77 0.86 0.76 0.75Spain 0.72 0.88 0.75 0.72Sweden 0.81 0.86 0.83 0.81Switzerland 0.79 0.86 0.79 0.73Thailand 0.79 0.86 0.79 0.73ICCS average 0.76 0.88 0.78 0.73SCALING PROCEDURES FOR ICCS questionnaire ITEMS169
Table 12.4: Item parameters for scales reflecting students’ perceptions of the school contextScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)OpenClassroomsWhen discussing political and social issues during regular lessons, how often do the following thingshappen?IS2G16B Teachers encourage students to make up their own minds -0.90 -0.77 -0.21 0.99IS2G16C Teachers encourage students to express their opinions -1.21 -0.71 -0.13 0.84IS2G16D Students bring up current political events for discussion in class 0.38 -1.34 0.03 1.30IS2G16E Students express opinions in class even when their opinions are -0.72 -1.22 -0.10 1.33different from most of the other studentsIS2G16F Teachers encourage students to discuss the issues with people -0.08 -1.06 -0.15 1.22having different opinionsIS2G16G Teachers present several sides of the issues when explaining -0.63 -0.96 -0.19 1.16them in classStudentInfluenceIn this school, how much is your opinion taken into account when decisions are made aboutthe following issues?IS2G17A The way classes are taught -0.16 -1.65 -0.19 1.85IS2G17B What is taught in classes -0.01 -1.30 -0.25 1.55IS2G17C Teaching and learning materials 0.13 -1.35 -0.19 1.53IS2G17D The timetable 0.39 -0.59 -0.33 0.92IS2G17E Classroom rules -0.47 -1.27 -0.19 1.47IS2G17F School rules 0.04 -0.67 -0.15 0.81Student–TeacherRelationsHow much do you agree or disagree with the following statements about you and your school?IS2G18A Most of my teachers treat me fairly -1.32 -1.64 -0.79 2.43IS2G18B Students get along well with most teachers -0.87 -2.50 -0.33 2.84IS2G18C Most teachers are interested in students’ wellbeing -1.17 -1.93 -0.58 2.50IS2G18E Most of my teachers really listen to what I have to say -0.95 -2.07 -0.62 2.68IS2G18F If I need extra help, I will receive it from my teachers -1.29 -1.64 -0.84 2.49ValueParticipationHow much do you agree or disagree with the following statements about student participationat school?IS2P19A Student participation in how schools are run can make -1.50 -1.57 -0.81 2.37schools betterIS2P19B Lots of positive changes can happen in schools when students -1.90 -1.35 -1.06 2.42work togetherIS2P19C Organising groups of students to express their opinions could -1.52 -1.76 -0.80 2.55help solve problems in schoolsIS2P19D All schools should have a -1.65 -1.26 -0.51 1.78IS2P19E Students can have more influence on what happens in schools -1.66 -1.24 -0.90 2.14if they act together rather than alone170ICCS 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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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
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
Page 167 and 168: Table 12.1: Reliabilities for scale
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Page 175 and 176: Table 12.6: Item parameters for sca
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Page 179 and 180: Table 12.9: Reliabilities for scale
Page 183 and 184: Table 12.12: Item parameters for sc
Page 185 and 186: Students’ attitudes toward instit
Page 191 and 192: Table 12.17: Reliabilities for scal
Page 195 and 196: Table 12.21: Factor loadings and re
Page 201 and 202: In Question 19, teachers were asked
Page 205 and 206: Figure 12.15: Confirmatory factor a
Page 209 and 210: Teachers’ reports of teaching civ
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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