ICCS 2009 Technical Report - IEA

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Table 12.10: Item parameters for scales reflecting students’ civic-related self-beliefsScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)Interest Politics/Soc. IssuesHow much are you interested in the following issues?IS2P22A Political issues within your 0.26 -2.73 0.40 2.34IS2P22B Political issues in your country -0.14 -2.69 0.17 2.52IS2P22C Social issues in your country -0.44 -2.73 0.02 2.71IS2P22D Politics in other countries 1.03 -2.69 0.56 2.14IS2P22E International politics 0.61 -2.57 0.42 2.16Internal PoliticalEfficacyHow much do you agree or disagree with the following statements about you and politics?IS2P23A I know more about politics than most people my age 0.74 -2.56 0.63 1.94IS2P23B When political issues or problems are being discussed, 0.24 -2.38 -0.15 2.53I usually have something to sayIS2P23C I am able to understand most political issues easily 0.09 -2.51 -0.14 2.66IS2P23D I have political opinions worth listening to 0.19 -2.40 0.04 2.36IS2P23E As an adult, I will be able to take part in politics 0.20 -2.04 -0.13 2.18IS2P23F I have a good understanding of the political issues facing 0.01 -2.28 -0.16 2.43this countryCitizenshipSelf-EfficacyHow well do you think you would do the following activities?IS2P30A Discuss a newspaper article about a conflict between countries -0.42 -2.24 -0.03 2.28IS2P30B Argue your point of view about a controversial political or -0.49 -2.13 -0.01 2.14social issueIS2P30C Stand as a candidate in a -0.27 -1.76 0.06 1.71IS2P30D Organise a group of students in order to achieve changes -0.57 -1.77 -0.10 1.88at schoolIS2P30E Follow a television debate about a controversial issue -0.20 -1.94 -0.01 1.94IS2P30F Write a letter to a newspaper giving your view on a current -0.28 -1.68 -0.07 1.74issueTable 12.12 shows the item wording as well as the item parameters that were used for scaling.Higher values on this scale reflect stronger agreement with the notion of gender equality.Question 25 contained a series of views on the rights and responsibilities of different ethnic/racial groups in society. Students were asked to indicate their level of agreement (rangingfrom “strongly agree” to “strongly disagree”) with each one. Five question items were used toconstruct the students’ attitudes toward equal rights for all ethnic/racial groups (ETHRGHT) scale,where higher scores corresponded to a greater degree of agreement with the idea that ethnicand racial groups should have the same rights as other citizens in a society. The reliability ofthis scale (Cronbach’s alpha) was 0.83 for the pooled ICCS sample. The reliabilities acrosscountries ranged from 0.64 to 0.91 (see Table 12.11). The item parameters that were used forscaling are shown in Table 12.12.SCALING PROCEDURES FOR ICCS questionnaire ITEMS179
Figure 12.7: Confirmatory factor analysis of items measuring students’ civic-related self-beliefsIS2P22A0.341.00INTPOLS0.810.910.830.810.85IS2P22BIS2P22CIS2P22D0.180.310.340.72IS2P22E0.28IS2P23A0.420.541.00INPOLEF0.760.820.770.780.700.78IS2P23BIS2P23CIS2P23D0.330.400.40IS2P23E0.510.64IS2P23F 0.39IS2P30A0.420.76IS2P30B0.431.00CITEFF0.760.740.720.690.710.75IS2P30CIS2P30DIS2P30E0.450.480.52IS2P30F 0.50RMSEA 0.040NNFI 0.92CFI 0.93IS2P30G 0.43180ICCS 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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Documentation and structure checkFo
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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
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
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Page 167 and 168: Table 12.1: Reliabilities for scale
Page 169 and 170: Figure 12.3: Confirmatory factor an
Page 171 and 172: Table 12.4: Item parameters for sca
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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
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Page 213 and 214: School questionnairePrincipals’ r
Page 217 and 218: Principals’ reports on the local
Page 221 and 222: Principals’ reports on school cli
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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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Table 12.48: Reliabilities for scal
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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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