ICCS 2009 Technical Report - IEA

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Table 12.34: Reliabilities for scales reflecting principals’ reports on the local communityCountry Students’ Particip. Opps. Resources Social TensionAustria 0.65 0.71 0.89Belgium (Flemish) 0.57 0.70 0.89Bulgaria 0.68 0.80 0.76Chile 0.79 0.82 0.87Chinese Taipei 0.85 0.67 0.90Colombia 0.80 0.80 0.90Cyprus 0.80 0.80 0.91Czech Republic 0.72 0.77 0.91Denmark 0.81 0.83 0.90Dominican Republic 0.75 0.80 0.86England 0.59 0.68 0.92Estonia 0.62 0.78 0.89Finland 0.66 0.72 0.83Greece 0.73 0.73 0.89Guatemala 0.87 0.79 0.86Hong Kong SAR 0.66 0.52 0.91Indonesia 0.83 0.81 0.82Ireland 0.75 0.76 0.93Italy 0.66 0.72 0.86Korea, Republic of 0.80 0.77 0.88Latvia 0.67 0.77 0.85Liechtenstein 0.30 0.70 0.93Lithuania 0.74 0.70 0.86Luxembourg 0.81 0.69 0.92Malta 0.73 0.65 0.93Mexico 0.81 0.83 0.83Netherlands 0.70 0.73 0.83New Zealand 0.82 0.68 0.91Norway 0.72 0.75 0.87Paraguay 0.84 0.82 0.83Poland 0.77 0.84 0.84Russian Federation 0.77 0.65 0.82Slovak Republic 0.73 0.83 0.85Slovenia 0.68 0.86 0.88Spain 0.65 0.75 0.90Sweden 0.77 0.77 0.93Switzerland 0.59 0.74 0.86Thailand 0.88 0.85 0.74ICCS average 0.75 0.80 0.88SCALING PROCEDURES FOR ICCS questionnaire ITEMS217
Table 12.35: Item parameters for scales reflecting principals’ reports on the local communityScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)Students’Particip. Opps.Below is a list of activities that may be carried out by the school in cooperation with externalgroups/organizations.During the current school year, how many students in this school have had theopportunity to take part in any of these activities?IC2G06A Activities related to the environment, geared to the local area -0.55 -1.54 0.46 1.08IC2G06B Human rights projects 0.15 -1.14 0.38 0.76IC2G06C Activities related to underprivileged people or groups 0.02 -1.40 0.64 0.77IC2G06D Cultural activities (for example, theater, music, cinema) -1.32 -1.76 0.55 1.22IC2G06E Multicultural and intercultural initiatives within the 0.12 -1.42 0.42 1.01IC2G06F Campaigns to raise people’s awareness, such as -0.53 -1.03 0.20 0.82IC2G06G Activities related to improving facilities for the (for example, public gardens, libraries, healthcenters, recreation centers, community hall)ResourcesAre the following resources available in the local area where this school is located?IC2G13A Public library -2.20 0.00IC2G13B Cinema 0.70 0.00IC2G13C Theater or concert hall 0.51 0.00IC2G13D Language school 1.02 0.00IC2G13E Museum or art gallery 0.45 0.00IC2G13G Public garden or park -2.12 0.00SocialTensionTo what extent are any of the following issues a source of social tension in the area in which thisschool is located?IC2G14A Immigration 1.05 -1.22 0.24 0.99IC2G14B Poor quality of housing 0.91 -1.60 0.25 1.35IC2G14C Unemployment -0.13 -1.77 0.46 1.31IC2G14D Religious intolerance 2.23 -1.70 0.37 1.32IC2G14E Ethnic conflicts 2.36 -1.51 0.27 1.23IC2G14F Extensive poverty 0.84 -1.29 0.34 0.94IC2G14G Organized crime 1.75 -1.12 0.52 0.61IC2G14H Youth gangs 1.46 -1.52 0.43 1.08IC2G14I Petty crime 0.96 -2.39 0.75 1.63IC2G14J Sexual harassment 2.24 -1.74 0.74 1.01IC2G14K Drug abuse 1.18 -1.92 0.52 1.41IC2G14L Alcohol abuse 0.53 -2.07 0.21 1.85218ICCS 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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In the case of items with more than
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Figure 12.1: Summed category probab
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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
Page 205 and 206: Figure 12.15: Confirmatory factor a
Page 209 and 210: Teachers’ reports of teaching civ
Page 213 and 214: School questionnairePrincipals’ r
Page 217: 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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Page 263 and 264: Table 13.1: Numbers of sampling zon
Page 265 and 266: Table 13.2: Example of computation
Page 267 and 268: 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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