ICCS 2009 Technical Report - IEA

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Table 12.32: Reliabilities for scales reflecting principals’ reports on school governanceCountry School Teachers’ Parents’ Students’Autonomy Participation Participation InfluenceAustria 0.71 0.81 0.73 0.57Belgium (Flemish) 0.54 0.75 0.52 0.73Bulgaria 0.67 0.79 N/A 0.78Chile 0.86 0.91 0.74 0.83Chinese Taipei 0.87 0.87 0.79 0.70Colombia 0.88 0.89 0.73 0.71Cyprus 0.67 0.90 0.71 0.80Czech Republic 0.82 0.81 0.70 0.67Denmark 0.79 0.73 0.56 0.59Dominican Republic 0.89 0.83 0.74 0.79England 0.82 0.77 0.67 0.78Estonia 0.80 0.80 N/A 0.71Finland 0.78 0.85 0.52 0.66Greece 0.77 0.83 0.84 0.72Guatemala 0.88 0.82 0.77 0.86Hong Kong SAR 0.82 0.87 0.47 0.84Indonesia 0.75 0.83 0.70 0.85Ireland 0.66 0.82 0.71 0.72Italy 0.78 0.86 0.76 0.68Korea, Republic of 0.84 0.85 0.78 0.77Latvia 0.73 0.79 0.74 0.69Liechtenstein 0.85 0.89 0.42 0.14Lithuania 0.79 0.85 0.73 0.66Luxembourg 0.90 0.81 0.76 0.45Malta 0.93 0.78 0.69 0.72Mexico 0.87 0.95 0.80 0.77Netherlands 0.87 0.72 0.58 0.43New Zealand 0.79 0.74 0.57 0.73Norway 0.56 0.81 0.60 0.29Paraguay 0.81 0.87 0.78 0.70Poland 0.84 0.78 N/A 0.66Russian Federation 0.79 0.81 0.82 0.70Slovak Republic 0.76 0.84 0.74 0.74Slovenia 0.81 0.83 0.74 0.65Spain 0.77 0.91 0.81 0.56Sweden 0.84 0.88 0.59 0.73Switzerland 0.71 0.81 0.38 0.32Thailand 0.81 0.89 0.80 0.85ICCS average 0.87 0.86 0.77 0.75SCALING PROCEDURES FOR ICCS questionnaire ITEMS213
Table 12.33: Item parameters for scales reflecting principals’ reports on school governanceScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)School How much autonomy does this school have in relation to the following issues?AutonomyIC2G04A Curriculum planning -0.47 -0.80 -0.50 1.31IC2G04B Curriculum delivery -1.21 -1.21 -0.45 1.65IC2G04C Choice and use of textbooks -1.20 -0.60 -0.16 0.77IC2G04D Appointing teachers -0.40 0.54 -0.63 0.08IC2G04E Dismissing teachers 0.15 -0.05 -0.11 0.15IC2G04F Establishing student assessment policies -0.89 -1.30 -0.44 1.75IC2G04G Determining the content of in-service professional -0.73 -0.83 -0.44 1.26development programs for teachersIC2G04H Teacher appraisal -0.84 -0.54 -0.47 1.00IC2G04I Budget allocations within the school -0.89 -0.89 -0.31 1.21IC2G04J -1.95 -1.50 -0.14 1.65IC2G04K Student admittance policies -0.33 -0.41 -0.18 0.59IC2G04L Establishing teachers’ salaries 0.99 0.02 -0.18 0.15The following statements refer to teachers’ participation in running the school.Teachers’ In your opinion, how many teachers in this school …ParticipationIC2G05B make their own contribution to solving school problems? -1.80 -4.06 0.42 3.65IC2G05C put forward useful suggestions for improving school -0.64 -3.70 0.79 2.91governance?IC2G05E contribute to establishing school priorities? -1.02 -3.62 0.45 3.16IC2G05F support good discipline throughout the school even with -2.27 -3.66 0.13 3.52students not belonging to their own class or classes?IC2G05G act to resolve conflict situations arising among the students -2.41 -3.83 0.27 3.57in the school?IC2G05H actively take part in school ?IC2G05I encourage students’ active participation in school life? -2.30 -4.17 0.45 3.72Parents’ In your opinion, how many parents of students in this school participate in the following activities?ParticipationIC2G08A Taking part actively in the school parent IC2G08B Voting in elections 0.43 -1.99 0.04 1.96IC2G08C Supporting school projects within the 0.17 -2.60 0.43 2.16IC2G08D Attending school parent 0.07 -2.40 0.22 2.17meetingsIC2G08E Attending parent-teacher meetings -1.40 -2.39 -0.19 2.57Students’ In this school, how much are students’ opinions taken into account when decisions are made about theInfluence following issues?IC2G10A Teaching/learning materials 0.51 -1.89 -0.1 1.99IC2G10B The timetable 0.52 -1.63 -0.07 1.71IC2G10C Classroom rules -1.83 -1.76 -0.27 2.04IC2G10D School rules -1.00 -1.83 -0.36 2.20214ICCS 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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their parents’ levels of educatio
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Teacher questionnaireIndividual tea
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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
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 and 210: Teachers’ reports of teaching civ
Page 213: 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
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 13.2: 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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