ICCS 2009 Technical Report - IEA

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Table 12.7: Reliabilities for scales reflecting students’ perceptions of the importance of citizenship behaviorsCountry Conventional Citizenship Soc.-Mov.-CitizenshipAustria 0.71 0.72Belgium (Flemish) 0.69 0.76Bulgaria 0.69 0.72Chile 0.70 0.71Chinese Taipei 0.76 0.76Colombia 0.61 0.58Cyprus 0.72 0.77Czech Republic 0.71 0.74Denmark 0.67 0.78Dominican Republic 0.54 0.51England 0.74 0.79Estonia 0.68 0.69Finland 0.75 0.77Greece 0.63 0.71Guatemala 0.59 0.57Hong Kong SAR 0.77 0.75Indonesia 0.59 0.61Ireland 0.71 0.77Italy 0.64 0.71Korea, Republic of 0.74 0.81Latvia 0.63 0.64Liechtenstein 0.69 0.73Lithuania 0.66 0.71Luxembourg 0.73 0.75Malta 0.69 0.71Mexico 0.66 0.66Netherlands 0.70 0.70New Zealand 0.74 0.77Norway 0.75 0.76Paraguay 0.60 0.54Poland 0.73 0.73Russian Federation 0.73 0.72Slovak Republic 0.67 0.70Slovenia 0.72 0.71Spain 0.70 0.75Sweden 0.77 0.81Switzerland 0.70 0.74Thailand 0.70 0.74ICCS average 0.71 0.74SCALING PROCEDURES FOR ICCS questionnaire ITEMS175
Table 12.8: Item parameters for scales reflecting students’ perceptions of public serviceScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)ConventionalCitizenshipHow important are the following behaviours for being a good adult citizen?IS2P21A Voting in every national election -1.28 -1.45 -0.06 1.52IS2P21B Joining a political party 0.31 -2.07 0.62 1.46IS2P21C Learning about the country’s history -1.05 -1.39 -0.06 1.44IS2P21D Following political issues in the newspaper, on the radio, -0.86 -1.66 -0.13 1.79on TV or on the internetIS2P21E Showing respect for government representatives -0.91 -1.31 -0.41 1.72IS2P21F Engaging in political discussions 0.08 -2.00 0.34 1.65Soc.-Mov.-CitizenshipHow important are the following behaviors for being a good adult citizen?IS2P21G Participating in peaceful protests against laws believed -0.62 -1.85 0.03 1.81to be unjustIS2P21H Participating in activities to benefit people in the -1.40 -1.89 -0.32 2.20IS2P21I Taking part in activities promoting human rights -1.57 -1.81 -0.29 2.10IS2P21J Taking part in activities to protect the environment -1.65 -1.59 -0.29 1.88Figure 12.6 shows the results of the confirmatory factor analysis for these items. RMSEA andCFI suggested a satisfactory model fit for the two-factor solutions. Both latent factors werehighly correlated with 0.71, and the item factor loadings indicated that the items had goodmeasurement qualities for both latent traits.Figure 12.6: Confirmatory factor analysis of items measuring students’ perceptions of good citizenshipIS2P21A0.601.00CITCON0.640.620.610.650.570.67IS2P21BIS2P21CIS2P21D0.610.630.58IS2P21E0.680.71IS2P21F 0.56IS2P21G0.600.63IS2P21H0.43RMSEA 0.052NNFI 0.88CFI 0.911.00CITSOC0.760.820.75IS2P21I0.33IS2P21J 0.43176ICCS 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
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After the item-statistics review ha
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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
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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
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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
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Page 195 and 196: Table 12.21: Factor loadings and re
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
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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