ICCS 2009 Technical Report - IEA

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Table 12.18: Item parameters for scales reflecting students’ expected political participationScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)ElectoralParticipationListed below are different ways adults can take an active part in political life. When you are an adult,what do you think you will do?IS2P32A Vote in -1.81 -1.64 -0.54 2.18IS2P32B Vote in -1.81 -1.73 -0.41 2.15IS2P32C Get information about candidates before voting in an election -1.46 -1.89 -0.28 2.16PoliticalParticipationListed below are different ways adults can take an active part in political life. When you are an adult,what do you think you will do?IS2P32D Help a candidate or party during an election campaign 0.28 -2.51 0.37 2.15IS2P32E Join a political party 1.03 -2.16 0.54 1.63IS2P32F Join a trade union 0.86 -2.36 0.35 2.01IS2P32G Stand as a candidate in 1.08 -2.04 0.43 1.62InformalPoliticalParticipationListed below are different actions that you as a young person could take during the next few years.What do you expect that you will do?IS2P33B Talk to others about your views on political and social issues -0.24 -2.75 0.02 2.73IS2P33C Write to a newspaper about political and social issues 0.63 -2.79 0.50 2.28IS2P33D Contribute to an online discussion forum about social and 0.52 -2.64 0.31 2.33political issuesIS2P33E Join an organisation for a political or social cause 0.71 -2.52 0.46 2.07Figure 12.11: Confirmatory factor analysis of items measuring students’ expected political participation1.00ELECPART0.900.890.75IS2P32A0.18IS2P32B0.21IS2P32C 0.440.550.561.00POLPART0.780.870.780.78IS2P32D0.40IS2P32E0.24IS2P32F 0.39IS2P32G 0.390.731.00INFPART0.790.820.78IS2P33BIS2P33C0.380.320.82IS2P33D 0.39IS2P33E 0.32RMSEA 0.056NNFI 0.94CFI 0.96SCALING PROCEDURES FOR ICCS questionnaire ITEMS191
Table 12.19: Reliabilities for scale reflecting students’ attitudes toward the influence of religion in societyCountryInfluence of ReligionAustria 0.88Belgium (Flemish) 0.86Bulgaria 0.84Chile 0.84Chinese Taipei 0.84Colombia 0.76Cyprus 0.79Czech Republic 0.89Denmark 0.88Dominican Republic 0.68England 0.91EstoniaN/AFinlandN/AGreece 0.80Guatemala 0.70Hong Kong SAR 0.88Indonesia 0.62IrelandN/AItalyN/AKorea, Republic of 0.90Latvia 0.87Liechtenstein 0.90Lithuania 0.84Luxembourg 0.91Malta 0.81MexicoN/ANetherlands 0.89New Zealand 0.90Norway 0.90Paraguay 0.71Poland 0.86Russian Federation 0.84Slovak Republic 0.88SloveniaN/ASpainN/ASweden 0.90Switzerland 0.91Thailand 0.91ICCS average 0.89192ICCS 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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Table 11.4 shows the percentages of
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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
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
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 197 and 198: Table 12.22: Reliabilities for scal
Page 201 and 202: In Question 19, teachers were asked
Page 205 and 206: Figure 12.15: Confirmatory factor a
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
Page 231 and 232: Figure 12.23: Confirmatory factor a
Page 233 and 234: Figure 12.24 shows the results of t
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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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