ICCS 2009 Technical Report - IEA

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Table 12.27: Item parameters for scales reflecting teachers’ perceptions of participation in the communityScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)Students’ActivitiesBelow is a list of activities that can be carried out by the school in cooperation with external groups/organisations.During the current school year, have you and your classes taken part in any of theseactivities?”IT2G15A Activities related to the environment, geared to the local area 0.07 0.00IT2G15B Human rights projects 1.17 0.00IT2G15C Activities related to underprivileged people or groups 1.03 0.00IT2G15D Cultural activities (for example, theatre, music, cinema) -1.20 0.00IT2G15E Multicultural and intercultural activities within the IT2G15F Campaigns to raise people’s awareness, such as 0.01 0.00IT2G15G Activities related to improving facilities for the (for example, public gardens, libraries, healthcentres, recreation centres, community hall)Teachers’ActivitiesBesides the activities carried out as part of your school work, how often in the last 12 monthshave you personally taken part in activities promoted by the following organisations/groups?IT2G16A Environmental organizations ()IT2G16B Cultural and/or educational organizations ()IT2G16C Human rights organizations ()IT2G16D Political parties or organizations 2.12 -0.38 0.69 -0.32IT2G16E Groups helping disadvantaged people 1.49 -1.20 1.17 0.03IT2G16F Cultural groups promoting the integration of ethnic minorities 2.28 -0.47 0.86 -0.40IT2G16G Associations promoting culture in the 1.06 -1.51 1.12 0.40()IT2G16H Groups run by religious organisations 1.25 -0.24 0.84 -0.59IT2G16I Health/disability organizations 1.90 -0.93 0.96 -0.02IT2G16J Trade unions 1.70 -0.69 0.66 0.04IT2G16K Teachers’ associations 1.29 -1.30 0.72 0.57SCALING PROCEDURES FOR ICCS questionnaire ITEMS203
Figure 12.15: Confirmatory factor analysis of items measuring teachers’ perceptions of participation in thecommunityIT2G15A0.330.82IT2G15B0.361.00TSTUDACT0.800.750.640.76IT2G15CIT2G15D0.440.590.720.78IT2G15E0.42IT2G15F 0.48IT2G155G 0.390.64IT2G16A0.39IT2G16B0.421.00 TCHACT0.780.760.840.720.780.810.650.610.770.71IT2G16CIT2G16DIT2G16E0.300.480.39IT2G16F 0.34IT2G16G 0.57IT2G16H0.630.71IT2G16I0.40IT2G16J 0.50RMSEA 0.052NNFI 0.83CFI 0.85IT2G16K 0.49Teachers’ perceptions of school and classroom climateThe reliabilities for the three scales that were derived from questions regarding teachers’perceptions of school and classroom climate are reported in Table 12.28. The scales, as includedin the ICCS teacher database, are:• Teachers’ perceptions of social problems at school (TSCPROB);• Teachers’ perceptions of student behavior at school (TSTSBEH);• Teachers’ perceptions of classroom climate (TCLCLIM).Question 14 of the teacher questionnaire asked teachers to indicate how frequently students attheir school experienced social problems (“never,” “sometimes,” “often,” “very often”). The lasttwo categories were collapsed for scaling. Nine items within the question were used to formthe scale teachers’ perceptions of social problems at school (TSCPROB). The scale had a reliability of0.82 for the international sample, and the cross-national reliabilities ranged from 0.61 to 0.86(see Table 12.28). Table 12.29 shows the item wording as well as the item parameters that wereused for scaling. The higher values on this scale reflect perceptions of a high incidence of socialproblems amongst students.204ICCS 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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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 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 and 202: In Question 19, teachers were asked
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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
Page 231 and 232: Figure 12.23: Confirmatory factor a
Page 233 and 234: Figure 12.24 shows the results of t
Page 239 and 240: All of the items associated with Qu
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Page 245 and 246: In Question 4, students were asked
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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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