ICCS 2009 Technical Report - IEA

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Six of the question items were used to form the scale reflecting students’ perceptions of influenceon decisions about school (STUDINF). Higher values on the scale correspond to greater perceivedinfluence on decisions. The scale reliability (Cronbach’s alpha) was 0.88 for the pooled ICCSsample, and the country reliabilities ranged from 0.72 to 0.90 (see Table 12.3). The itemparameters that were used for scaling are shown in Table 12.4.Question 18 contained items assessing the degree to which students agreed or disagreed withstatements about relationships in their school. Response options ranged from “strongly agree”to “strongly disagree.” Five of the seven items were used to derive the scale students’ perceptions ofstudent−teacher relations at school (STUTREL), which had a reliability (Cronbach’s alpha) of 0.78for the pooled ICCS sample. Country reliabilities ranged from 0.53 to 0.85 (see Table 12.3).Table 12.4 shows the item wording as well as the item parameters that were used for scaling.The higher values on this scale reflect perceptions of strong relations between students andteachers at school.In Question 19, students were asked to indicate their degree of agreement (range “stronglyagree” to “strongly disagree”) with statements about the value of participating in certain eventsat school. All five question items were included in the scale students’ perceptions of the value ofparticipation at school (VALPARTS). Higher scores on this scale correspond to a higher extent ofagreement with statements about the value of participation at school. The reliability of this scale(Cronbach’s alpha) was 0.73 for the pooled ICCS sample. Reliabilities across countries rangedfrom 0.54 to 0.81 (see Table 12.3). Table 12.4 shows the item parameters that were used forscaling.Figure 12.4 presents the results for a model with a four-factor solution for all items relatedto school context. The RMSEA of 0.041 indicated a close model fit, and the NNFI and CFIalso indicated satisfactory model fit. Inspection of the item factor loadings indicated that, foreach of the factors, the items provided a good measurement of the respective underlying latenttrait. The results also showed positive correlations between the four latent traits. Somewhathigher correlations were found between STUTREL (student−teacher relations) and STUDINF(perceptions of student influence) as well as between STUTREL and VALPARTS (value ofstudent participation).Students’ democratic value beliefsThe ICCS student questionnaire included a set of items measuring students’ beliefs aboutdemocratic values. Five items from Question 20 were used to derive the scale students’ supportfor democratic values (DEMVAL). The question required students to state their level of agreement(“strongly agree” to “strongly disagree”) with statements about what a society should be like;the higher values on the scale correspond to greater support for democratic values. The scale’sreliability (Cronbach’s alpha) was 0.65 for the pooled ICCS sample, and the country reliabilitiesranged from 0.56 to 0.78 (see Table 12.5). Table 12.6 shows the item parameters that wereused for scaling.The results of the confirmatory factor analysis of these items (see Figure 12.5) showedsatisfactory model fit for the one-factor solution. Item IS2P20F (“people should always be freeto criticize the government publicly”) had a somewhat lower factor loading than the other itemsin this scale.SCALING PROCEDURES FOR ICCS questionnaire ITEMS171
Figure 12.4: Confirmatory factor analysis of items measuring students’ perceptions of the school contextIS2G16B0.480.72IS2G16C0.321.00OPDISC0.830.520.780.730.68IS2G16D0.73IS2G16E 0.66IS2G16F 0.470.23IS2G16G 0.53IS2G17A0.320.340.410.471.00STUDINF0.830.880.820.850.780.91IS2G17BIS2G17C0.220.32IS2G17D 0.29IS2G17E 0.39IS2G17F 0.16IS2G18A0.500.221.00STUTREL0.710.650.78IS2G18B0.570.470.770.70IS2G18CIS2G18E0.390.41IS2G18F0.51IS2G19A0.551.00VALPARTS0.670.760.72IS2G19B0.420.630.62IS2G19CIS2G19D0.480.61RMSEA 0.041NNFI 0.93CFI 0.94IS2G19E0.61172ICCS 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
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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
Page 169 and 170: Figure 12.3: Confirmatory factor an
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Page 175 and 176: Table 12.6: Item parameters for sca
Page 177 and 178: Table 12.8: Item parameters for sca
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
Page 217 and 218: Principals’ reports on the local
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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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