ICCS 2009 Technical Report - IEA

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Figure 12.16 shows the result of the confirmatory factor analysis for these three item sets. Thethree fit indices indicated a satisfactory model, while the factor loadings tended to be veryhigh for all three factors. Negative correlations were found between TSCPROB (perceptions ofsocial problems at school) and the two other factors. However, positive correlations were alsofound between teacher perceptions of (positive) student behavior (TSTSBEH) and (positive)perceptions of school climate (TCLCLIM).Figure 12.16: Confirmatory factor analysis of items measuring teachers’ perceptions of school climateIT2G14A0.44IT2G14B0.640.75IT2G14C0.330.600.82IT2G14D0.430.751.00 TSCPROB0.790.82IT2G14E0.37-0.620.810.860.79IT2G14F 0.33IT2G14G 0.34IT2G14H 0.26IT2G14I0.38IT2G17A0.38-0.511.00TSTSBEH0.790.880.89IT2G17B0.230.81IT2G17C0.210.870.84IT2G17D0.34IT2G17E0.250.68IT2G17F 0.30IT2G20A0.160.91IT2G20B0.220.881.00TCLCLIM0.95IT2G20C0.090.89IT2G20D 0.21RMSEA 0.045NNFI 0.92CFI 0.93SCALING PROCEDURES FOR ICCS questionnaire ITEMS207
Teachers’ reports of teaching civic and citizenship educationTwo scales were derived from questions that asked teachers to provide information about theteaching of civic and citizenship education in their schools. These (optional) questions weredirected only at those teachers who were teaching subjects related to this learning area. Thereliabilities for these two scales, both of which are included in the ICCS teacher database (seeimmediately below), are reported in Table 12.30.• Teachers’ reports on civic and citizenship education activities in class (TCIVACT);• Teachers’ confidence in civic and citizenship education teaching (TCIVCONF).Question 25 listed a range of activities likely to occur during class. Teachers were asked torate how often (“never,” “sometimes,” “often,” “very often”) these activities occurred duringtheir classes featuring civic and citizenship education. Six of the question items were used toconstruct the scale teachers’ reports on civics and citizenship activities in class (TCIVACT). The higherscores on this scale correspond to a higher occurrence of civic and citizenship activities. Thescale had a reliability of 0.78 for the pooled ICCS sample, and the range of reliabilities acrossthe participating countries was 0.45 to 0.83 (see Table 12.30). Table 12.31 shows the itemparameters that were used for scaling.Question 28 asked teachers how confident they felt about teaching a range of topics associatedwith civic and citizenship education (“very confident,” “quite confident,” “not very confident,”“not confident at all”). Fourteen of these items were used to form the scale teachers’ confidencein teaching civic and citizenship education (TCIVCONF), which had a reliability of 0.90 for thepooled ICCS sample and scale reliabilities (cross-country) ranging from 0.83 to 0.93 (see Table12.30). Table 12.31 shows the item wording as well as the item parameters that were used forscaling. The higher values on this scale denote greater teacher confidence in teaching topicsrelated to civic and citizenship education.The results of the confirmatory factor analysis of the two item sets suggested a satisfactorymodel fit (see Figure 12.17) and showed that most items had strong factor loadings on bothfactors. The correlation between both factors was positive at 0.53.208ICCS 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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Here, s 2 represents the variance o
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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 185 and 186: Students’ attitudes toward instit
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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 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
Page 253 and 254: Question 4 asked students to rate t
Page 257 and 258: 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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