ICCS 2009 Technical Report - IEA

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Table 12.11: Reliabilities for scales reflecting students’ attitudes toward equal rightsCountry Gender Equality Ethnic/Racial Equality Immigrants’ RightsAustria 0.82 0.82 0.82Belgium (Flemish) 0.79 0.84 0.77Bulgaria 0.73 0.84 0.76Chile 0.75 0.81 0.74Chinese Taipei 0.81 0.82 0.84Colombia 0.72 0.77 0.73Cyprus 0.80 0.80 0.80Czech Republic 0.77 0.83 0.76Denmark 0.85 0.87 0.82Dominican Republic 0.57 0.64 0.64England 0.84 0.90 0.87Estonia 0.74 0.80 0.76Finland 0.87 0.89 0.85Greece 0.82 0.79 0.77Guatemala 0.71 0.75 0.72Hong Kong SAR 0.81 0.91 0.84Indonesia 0.62 0.66 0.50Ireland 0.84 0.87 0.82Italy 0.80 0.83 0.80Korea, Republic of 0.67 0.87 0.77Latvia 0.74 0.75 0.00Liechtenstein 0.88 0.87 0.84Lithuania 0.78 0.80 0.74Luxembourg 0.79 0.85 0.82Malta 0.76 0.78 0.79Mexico 0.56 0.76 0.77Netherlands 0.81 0.86 0.78New Zealand 0.83 0.88 0.84Norway 0.84 0.88 0.85Paraguay 0.70 0.69 0.66Poland 0.80 0.84 0.75Russian Federation 0.67 0.82 0.78Slovak Republic 0.77 0.84 0.74Slovenia 0.83 0.80 0.80Spain 0.75 0.83 0.81Sweden 0.87 0.90 0.89Switzerland 0.83 0.84 0.83Thailand 0.83 0.84 0.83ICCS average 0.79 0.83 0.80SCALING PROCEDURES FOR ICCS questionnaire ITEMS181
Table 12.12: Item parameters for scales reflecting students’ attitudes toward equal rightsScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)GenderEqualityThere are different views about the roles of women and men in society. How much do you agree ordisagree with the following statements?IS2P24A Men and women should have equal opportunities to take -2.49 -0.34 -0.97 1.32part in governmentIS2P24B Men and women should have the same rights in every way -2.43 -0.99 -0.36 1.34IS2P24C Women should stay out of politics -1.63 -0.62 -0.66 1.27IS2P24D When there are not many jobs available, men should have -1.16 -0.88 -0.25 1.12more right to a job than womenIS2P24E Men and women should get equal pay when they are doing -2.13 -0.70 -0.37 1.06the same jobsIS2P24F Men are better qualified to be political leaders than women -0.99 -1.08 -0.22 1.30Ethnic/RacialEqualityThere are different views on the rights and responsibilities of different in society.How much do you agree or disagree with the following statements?IS2P25A All should have an equal chance to -2.75 -1.30 -1.29 2.60get a good education in IS2P25B All should have an equal chance -2.61 -1.94 -0.87 2.80to get good jobs in IS2P25C Schools should teach students to respect members of all -2.51 -1.71 -0.75 2.46IS2P25D should be encouraged -1.24 -2.57 -0.44 3.00to run in elections for political officeIS2P25E should have the same -2.39 -1.41 -1.00 2.42rights and responsibilitiesImmigrants’RightsPeople are increasingly moving from one country to another. How much do you agree or disagree withthe following statements about ?IS2P26A should have the opportunity to continue -1.06 -1.68 -0.54 2.22speaking their own languageIS2P26B children should have the same opportunities -2.20 -1.09 -1.04 2.14for education that other children in the country haveIS2P26C who live in a country for several years should -1.32 -1.81 -0.43 2.24have the opportunity to vote in electionsIS2P26D should have the opportunity to continue their -1.21 -1.62 -0.64 2.26own customs and lifestyleIS2P26E should have all the same rights that everyone -1.73 -1.44 -0.58 2.03else in the country has182ICCS 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
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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
Page 171 and 172: Table 12.4: Item parameters for sca
Page 179 and 180: Table 12.9: Reliabilities for scale
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Page 185 and 186: Students’ attitudes toward instit
Page 189 and 190: Table 12.16: Item parameters for sc
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 209 and 210: Teachers’ reports of teaching civ
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 12.24 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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Figure 12.30: Confirmatory factor a
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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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