ICCS 2009 Technical Report - IEA

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Figure 12.14: Confirmatory factor analysis of items measuring teachers’ perceptions of teaching in classroomsIT2G10A0.520.69IT2G10B0.511.00CONFTCH0.700.610.710.730.490.55IT2G10CIT2G10DIT2G10E0.620.500.460.57IT2G10F 0.760.50IT2G10G 0.70IT2G10H 0.68IT2G18A0.470.401.00TCASSESS0.730.820.660.770.510.750.78IT2G18BIT2G18CIT2G18DIT2G18E0.320.570.410.740.510.83IT2G18F 0.44IT2G18G 0.40IT2G18H 0.31IT2G19A0.520.70IT2G19B0.521.00TSTCLACT0.690.820.760.720.810.80IT2G19CIT2G19DIT2G19E0.340.420.480.77IT2G19F 0.34IT2G19G 0.36RMSEA 0.048NNFI 0.84CFI 0.85IT2G19H 0.40SCALING PROCEDURES FOR ICCS questionnaire ITEMS201
Table 12.26: Reliabilities for scales reflecting teachers’ perceptions of participation in the communityCountry Students’ Activities Teachers’ ActivitiesAustria 0.64 0.76Belgium (Flemish) 0.67 0.81Bulgaria 0.68 0.78Chile 0.66 0.81Chinese Taipei 0.77 0.75Colombia 0.69 0.85Cyprus 0.68 0.82Czech Republic 0.75 0.67Denmark 0.58 0.70Dominican Republic 0.73 0.84England 0.74 0.76Estonia 0.67 0.68Finland 0.58 0.72Greece 0.58 0.72Guatemala 0.73 0.79Hong Kong SAR 0.78 0.78Indonesia 0.72 0.72Ireland 0.75 0.77Italy 0.69 0.76Korea, Republic of 0.71 0.73Latvia 0.69 0.74Liechtenstein 0.59 0.66Lithuania 0.71 0.73Luxembourg 0.74 0.78Malta 0.70 0.75Mexico 0.65 0.80Netherlands 0.65 0.80New Zealand 0.74 0.76Norway 0.54 0.69Paraguay 0.69 0.77Poland 0.69 0.74Russian Federation 0.79 0.78Slovak Republic 0.63 0.73Slovenia 0.72 0.74Spain 0.70 0.81Sweden 0.63 0.80Switzerland 0.57 0.71Thailand 0.71 0.83ICCS average 0.75 0.80202ICCS 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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fell below 70 percent were removed.
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Table 11.6: National items excluded
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Table 11.7: Final item parameters u
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Table 11.9: Median test reliabiliti
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The approach chosen was essentially
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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
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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
Page 191 and 192: Table 12.17: Reliabilities for scal
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Page 201: 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
Page 233 and 234: Figure 12.24 shows the results of t
Page 239 and 240: All of the items associated with Qu
Page 243 and 244: Figure 12.28 shows the results of t
Page 245 and 246: In Question 4, students were asked
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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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Figure 12.34: Confirmatory factor a
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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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