ICCS 2009 Technical Report - IEA

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Students’ expected political participationThree scales were derived from questions regarding students’ expected political participation.The scales, the reliabilities of which are given in Table 12.17, are included in the ICCS studentdatabase. They are:• Students’ expected adult electoral participation (ELECPART);• Students’ expected adult participation in political activities (POLPART);• Students’ expected future informal political participation (INFPART).Question 32 listed several different ways that adults can take an active part in political life.Students were asked to state what they thought they would do on reaching adulthood(“I would certainly do this,” “I would probably do this,” “I would probably not do this,” and“I would certainly not do this”). The first three items for the question were used to construct thescale students’ expected adult electoral participation (ELECPART). A higher score for this scale meanta greater expectancy of adult electoral participation. This scale had a reliability (Cronbach’salpha) of 0.82 for the pooled ICCS sample; the country reliabilities ranged from 0.69 to 0.90(see Table 12.17). Table 12.18 shows the item parameters that were used for scaling.Four other Question 32 items were used to construct the POLPART scale (students’ expectedadult participation in political activities), which had a reliability (Cronbach’s alpha) of 0.81 for thepooled ICCS sample. The country reliabilities ranged from 0.69 to 0.86 (see Table 12.17). Theitem parameters that were used for scaling are shown in Table 12.18.Question 33 contained items listing actions in which young people can participate in the nearfuture. The response scale was “I would certainly do this,” “I would probably do this,” “I wouldprobably not do this,” and “I would certainly not do this”). Four of the five items made up thescale students’ expected future informal political participation (INFPART), which had a reliabilityof 0.82 for the pooled ICCS sample and country reliabilities that ranged from 0.73 to 0.85(see Table 12.17). Table 12.18 shows the item wording as well as the item parameters thatwere used for scaling. Higher values on this scale reflect a greater likelihood of future informalpolitical participation.Figure 12.11 shows the confirmatory factor analysis assuming a three-factor solution for theseitem sets. The model indices suggested a good fit, and the factor loadings for the items usedto measure the three latent constructs were relatively high. Positive correlations were foundbetween the latent factors, in particular between POLPART (expected participation in politicalactivities) and INFPART (expected informal political participation).Students’ attitudes toward the influence of religion in societyQuestion 36 was part of an international option and consisted of a number of statementsabout what role religion should have in society. Students were asked to indicate their level ofagreement with these statements (“strongly agree,” “agree,” “disagree,” “strongly disagree”). Fiveof the question items were used to form a scale reflecting students’ attitudes toward the influence ofreligion in society (RELINF). Higher scores on this scale indicate stronger agreement with thenotion that religion should play an important role in shaping society. The reliability of thisscale (Cronbach’s alpha) was 0.89 for the pooled ICCS sample; country reliabilities ranged from0.62 to 0.91 (see Table 12.19). The item parameters that were used for scaling are shown inTable 12.20.Figure 12.12 shows the results of the confirmatory factor analysis of these items. The modelfit indices suggested a satisfactory fit, while the high factor loadings indicated a high degree ofmeasurement reliability.SCALING PROCEDURES FOR ICCS questionnaire ITEMS189
Table 12.17: Reliabilities for scales reflecting students’ expected political participationCountry Electoral Participation Political Participation Informal Political ParticipationAustria 0.77 0.76 0.80Belgium (Flemish) 0.78 0.82 0.82Bulgaria 0.82 0.82 0.76Chile 0.90 0.83 0.85Chinese Taipei 0.86 0.80 0.85Colombia 0.77 0.83 0.82Cyprus 0.79 0.81 0.82Czech Republic 0.87 0.81 0.79Denmark 0.79 0.69 0.82Dominican Republic 0.72 0.82 0.80England 0.87 0.84 0.85Estonia 0.81 0.80 0.77Finland 0.83 0.79 0.84Greece 0.79 0.70 0.73Guatemala 0.72 0.86 0.82Hong Kong SAR 0.89 0.83 0.84Indonesia 0.69 0.76 0.77Ireland 0.84 0.78 0.83Italy 0.82 0.81 0.79Korea, Republic of 0.80 0.82 0.83Latvia 0.80 0.78 0.76Liechtenstein 0.78 0.73 0.81Lithuania 0.80 0.81 0.78Luxembourg 0.84 0.82 0.83Malta 0.71 0.80 0.83Mexico 0.77 0.84 0.80Netherlands 0.83 0.75 0.82New Zealand 0.82 0.85 0.84Norway 0.87 0.78 0.85Paraguay 0.72 0.77 0.80Poland 0.80 0.77 0.78Russian Federation 0.82 0.84 0.82Slovak Republic 0.84 0.80 0.77Slovenia 0.83 0.77 0.76Spain 0.84 0.81 0.82Sweden 0.86 0.79 0.84Switzerland 0.85 0.79 0.80Thailand 0.85 0.79 0.80ICCS average 0.82 0.81 0.82190ICCS 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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Table 11.1: Item total-score correl
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Assessment of scorer reliabilitiesT
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Table 11.3: Gender DIF estimates fo
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Page 157 and 158: ReferencesAdams, R. (2002). Scaling
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Table 12.50: Reliabilities for scal
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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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Table 12.56: Reliabilities for scal
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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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Table 12.63: Item parameters for sc
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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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