ICCS 2009 Technical Report - IEA

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Table 12.30: Reliabilities for scales reflecting teachers’ perceptions of classroom climateCountry Class Activities Teacher ConfidenceAustria 0.76 0.83Belgium (Flemish) 0.71 0.91Bulgaria 0.78 0.88Chile 0.78 0.92Chinese Taipei 0.76 0.93Colombia 0.78 0.90Cyprus 0.63 0.93Czech Republic 0.77 0.87Denmark 0.65 0.89Dominican Republic 0.72 0.89England 0.76 0.91Estonia N/A N/AFinland 0.70 0.91Greece 0.70 0.91Guatemala N/A N/AHong Kong SAR 0.83 0.91Indonesia 0.78 0.84Ireland 0.70 0.91Italy 0.73 0.89Korea, Republic of 0.76 0.92Latvia 0.63 0.86Liechtenstein 0.79 0.88Lithuania 0.82 0.91Luxembourg N/A N/AMalta 0.73 0.91Mexico 0.75 0.89Netherlands 0.75 0.89New Zealand 0.72 0.89Norway 0.45 0.91Paraguay 0.76 0.84Poland 0.71 0.84Russian Federation 0.72 0.89Slovak Republic 0.73 0.86Slovenia 0.76 0.91Spain 0.72 0.92Sweden 0.63 0.89Switzerland 0.65 0.83Thailand 0.72 0.93ICCS average 0.78 0.90SCALING PROCEDURES FOR ICCS questionnaire ITEMS209
Table 12.31: Item parameters for scales reflecting teachers’ perceptions of classroom climateScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)Civ. Ed. inClassHow often do the following activities occur during your classesat ?IT2G25A Students work on projects that involve gathering information 0.41 -3.04 0.77 2.28outside of schoolIT2G25D Students work in groups on different topics and prepare -0.55 -2.65 0.42 2.24presentationsIT2G25E Students work individually on different topics and prepare 0.10 -2.68 0.42 2.25presentationsIT2G25F Students participate in role play and simulations 0.67 -2.44 0.58 1.85IT2G25I The teacher includes discussion on controversial issues in class -0.79 -2.76 0.40 2.35IT2G25J Students research and analyse information from different -0.44 -2.72 0.45 2.26sourcesConfidenceTeachingCiv. Ed.How confident do you feel about teaching the following topics?IT2G28A Human rights -2.18 -2.08 -0.65 2.72IT2G28B Different cultures and ethnic groups -1.67 -2.48 -0.30 2.77IT2G28C Voting and elections -1.71 -1.95 -0.25 2.20IT2G28D The economy and business -0.53 -2.52 0.24 2.29IT2G28E Rights and responsibilities at work -1.81 -2.29 -0.22 2.51IT2G28F The global community and international organizations -1.18 -2.78 0.11 2.66IT2G28G The environment -2.33 -2.20 -0.49 2.68IT2G28H Emigration and immigration -1.43 -2.46 -0.12 2.57IT2G28I Equal opportunities for men and women -2.31 -1.97 -0.68 2.64IT2G28J Citizens’ rights and responsibilities -2.40 -1.83 -0.64 2.47IT2G28K The constitution and political systems -1.36 -1.97 -0.11 2.09IT2G28L Media communication -1.78 -2.19 -0.41 2.61IT2G28M Volunteering -1.15 -2.84 0.29 2.55IT2G28N Legal institutions and courts -0.47 -2.47 0.27 2.19210ICCS 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
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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 169 and 170: Figure 12.3: Confirmatory factor an
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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
Page 195 and 196: Table 12.21: Factor loadings and re
Page 201 and 202: In Question 19, teachers were asked
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Page 209: 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
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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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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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