ICCS 2009 Technical Report - IEA

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Table 12.5: Item parameters for scales reflecting students’ support for democratic value beliefsCountryDemocratic ValuesAustria 0.68Belgium (Flemish) 0.62Bulgaria 0.66Chile 0.62Chinese Taipei 0.67Colombia 0.57Cyprus 0.69Czech Republic 0.65Denmark 0.70Dominican Republic 0.56England 0.73Estonia 0.61Finland 0.68Greece 0.70Guatemala 0.56Hong Kong SAR 0.72Indonesia 0.62Ireland 0.67Italy 0.60Korea, Republic of 0.78Latvia 0.62Liechtenstein 0.60Lithuania 0.65Luxembourg 0.67Malta 0.57Mexico 0.64Netherlands 0.66New Zealand 0.72Norway 0.72Paraguay 0.58Poland 0.71Russian Federation 0.63Slovak Republic 0.63Slovenia 0.59Spain 0.63Sweden 0.75Switzerland 0.62Thailand 0.62ICCS average 0.65SCALING PROCEDURES FOR ICCS questionnaire ITEMS173
Table 12.6: Item parameters for scale reflecting students’ democratic value beliefsDemocraticValuesQuestion/Item Wording Delta Tau(1) Tau(2) Tau(3)There are different views about what a society should be like. We are interested in your views on this.How much do you agree or disagree with the following statements?IS2P20A Everyone should always have the right to express their -2.64 -0.13 -1.34 1.48opinions freelyIS2P20E All people should have their social and political rights respected -2.06 -0.53 -1.06 1.59IS2P20F People should always be free to criticize the government -1.22 -1.70 -0.21 1.90publiclyIS2P20H All citizens should have the right to elect their leaders freely -2.12 -0.76 -0.84 1.61IS2P20I People should be able to protest if they believe a law is unfair -1.78 -1.16 -0.77 1.93Figure 12.5: Confirmatory factor analysis of items measuring students’ democratic valuesIS2P20A0.581.00DEMVAL0.650.680.490.710.61IS2P20EIS2P20FIS2P20H0.540.760.50RMSEA 0.058NNFI 0.91CFI 0.95IS2P20I0.62Students’ perceptions of good citizenshipQuestion 21 of the ICCS student questionnaire contained items relating to being a good adultcitizen. Students were asked to rate the importance (“very important,” “quite important,” “notvery important,” “not important at all”) of a series of possible citizenship behaviors. The twoscales that were derived from this question, and which are included in the student database, are:• Students’ perceptions of the importance of conventional citizenship (CITCON);• Students’ perceptions of the importance of social-movement-related citizenship (CITSOC).The first six of these items were used to construct the scale students’ perceptions of the importanceof conventional citizenship (CITCON). The reliability of this scale (Cronbach’s alpha) was 0.71for the pooled ICCS sample; the cross-national reliabilities ranged from 0.54 to 0.77 (seeTable 12.7). Table 12.8 shows the item wording as well as the item parameters that were usedfor scaling. The higher values on this scale denote stronger degrees of importance placed onconventional citizenship behaviors.Another four items in this question were used to derive the second scale—students’ perceptionsof the importance of social-movement-related citizenship (CITSOC). Higher values on this scalecorrespond to greater perceived importance of social-movement-related citizenship. The scalehad a reliability (Cronbach’s alpha) of 0.74 for the pooled ICCS sample, while the countryreliabilities ranged from 0.51 to 0.81 (see Table 12.7). The item parameters that were used forscaling are shown in Table 12.8.174ICCS 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
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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
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Page 161 and 162: Teacher questionnaireIndividual tea
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Page 167 and 168: Table 12.1: Reliabilities for scale
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Page 179 and 180: Table 12.9: Reliabilities for scale
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Page 185 and 186: Students’ attitudes toward instit
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 209 and 210: Teachers’ reports of teaching civ
Page 213 and 214: School questionnairePrincipals’ r
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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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