ICCS 2009 Technical Report - IEA

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Question 26 presented students with a series of statements about immigrants and immigration.Students were asked to indicate their level of agreement (ranging from “strongly agree” to“strongly disagree”) with each one. Five of the items were used to construct the scale students’attitudes toward equal rights for immigrants (IMMRIGHT). Students with higher scores on this scalewere those who agreed that immigrants should have equal rights. The reliability of this scale(Cronbach’s alpha) was 0.80 for the pooled ICCS sample, and the country reliabilities rangedfrom 0.50 to 0.89 (see Table 12.11). Table 12.12 shows the item parameters that were used forscaling.Figure 12.8 shows the results of the confirmatory factor analysis that assumed a three-factormodel. The fit indices indicated a satisfactory model fit, and the factor loadings showed thatitems generally measured the underlying latent traits in a consistent manner. High positivecorrelations were found between latent factors, in particular between students’ attitudes towardequal rights for all ethnic/racial groups (ETHRGHT) and for immigrants (IMMRGHT).Figure 12.8: Confirmatory factor analysis of items measuring students’ attitudes toward equal rightsIS2P24A0.261.00GENEQL0.860.850.790.770.720.78IS2P24BIS2P24CIS2P24D0.280.380.400.56IS2P24E0.49IS2P24F 0.390.511.00ETHRGHT0.850.880.800.650.84IS2P25AIS2P25BIS2P25CIS2P25D0.270.220.370.580.74IS2P25E0.29IS2P26A0.621.00IMMRGHT0.610.870.700.720.84IS2P26BIS2P26CIS2P26D0.250.520.44RMSEA 0.046NNFI 0.92CFI 0.93IS2P26E0.30SCALING PROCEDURES FOR ICCS questionnaire ITEMS183
Students’ attitudes toward institutions and their countryTwo scales were derived from questions regarding students’ attitudes toward institutions andtheir country. Both were included in the student database. The two scales, the reliabilities ofwhich are reported in Table 12.13, are:• Students’ trust in civic institutions (INTRUST);• Students’ attitudes toward their country (ATTCNT).Table 12.13: Reliabilities for scales reflecting students’ attitudes toward civic institutions and their countryCountry Trust. Civ. Institutions Attitudes Toward CountryAustria 0.80 0.80Belgium (Flemish) 0.84 0.75Bulgaria 0.87 0.79Chile 0.82 0.80Chinese Taipei 0.86 0.85Colombia 0.84 0.79Cyprus 0.84 0.79Czech Republic 0.82 0.81Denmark 0.84 0.81Dominican Republic 0.82 0.76England 0.81 0.80Estonia 0.79 0.88Finland 0.86 0.84Greece 0.83 0.74Guatemala 0.84 0.76Hong Kong SAR 0.84 0.86Indonesia 0.77 0.76Ireland 0.83 0.79Italy 0.79 0.79Korea, Republic of 0.84 0.79Latvia 0.78 0.85Liechtenstein 0.87 0.87Lithuania 0.79 0.83Luxembourg 0.84 0.82Malta 0.76 0.81Mexico 0.83 0.81Netherlands 0.83 0.77New Zealand 0.84 0.83Norway 0.85 0.82Paraguay 0.80 0.74Poland 0.83 0.83Russian Federation 0.81 0.84Slovak Republic 0.83 0.84Slovenia 0.86 0.83Spain 0.80 0.81Sweden 0.89 0.82Switzerland 0.83 0.82Thailand 0.83 0.82ICCS average 0.84 0.82184ICCS 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
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Test coverage and item dimensionali
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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.
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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
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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 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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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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