ICCS 2009 Technical Report - IEA

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Figure 12.21: Confirmatory factor analysis of items measuring principals’ perceptions of sense of belongingto schoolIC2G12A0.150.92IC2G12B0.210.891.00TSCSBEL0.90IC2G12C0.200.96IC2G12D 0.090.79IC2G12E0.250.731.00SSCSBEL0.870.880.92IC2G12FIC2G12G0.230.150.90IC2G12H 0.190.68IC2G12I0.180.90IC2G12J0.180.911.00NSCSBEL0.96IC2G12K0.070.99IC2G12L 0.02RMSEA 0.073NNFI 0.97CFI 0.98European questionnaireStudents’ perceptions of European identityQuestion 1 of the European regional questionnaire asked students to indicate their level ofagreement with a series of statements about how they saw themselves in relation to Europe(“strongly agree,” “agree,” “disagree,” “strongly disagree”). Five of the question items were usedto construct the scale students’ sense of European identity (EUIDENT). This scale had a reliability(Cronbach’s alpha) of 0.74 for the pooled ICCS sample, and the country reliabilities rangedfrom 0.68 to 0.80 (see Table 12.40). Table 12.41 shows the item wording as well as the itemparameters that were used for scaling. The higher values on this scale reflect a relatively strongsense of European identity.Figure 12.22 shows the results of the confirmatory factor analysis of this item set. The onefactorsolution had a good model fit. The factor loadings for Item ES2P01F (“more in commonwith young people from European countries”) were considerably lower than those of the otheritems, which suggests that this item provided, relative to the others, a less successful measure ofthe construct.SCALING PROCEDURES FOR ICCS questionnaire ITEMS225
Table 12.40: Reliabilities for scale reflecting students’ perceptions of European identityCountryEuropean IdentityAustria 0.72Belgium (Flemish) 0.72Bulgaria 0.74Cyprus 0.77Czech Republic 0.76Denmark 0.69England 0.80Estonia 0.75Finland 0.77Greece 0.69Ireland 0.75Italy 0.70Latvia 0.72Liechtenstein 0.72Lithuania 0.71Luxembourg 0.68Malta 0.77Netherlands 0.71Poland 0.72Slovak Republic 0.73Slovenia 0.74Spain 0.75Sweden 0.77Switzerland 0.71ICCS average 0.74Table 12.41: Item parameters for scale reflecting students’ perceptions of European identityScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)Students’PerceptionsWe would like to find out about how you see yourself.How much do you agree or disagree with the following statements?ES2P01A I see myself as European. -1.90 -1.13 -0.80 1.92ES2P01C I am proud to live in Europe. -1.73 -1.44 -1.10 2.53ES2P01D I feel part of Europe. -1.09 -1.97 -0.50 2.46ES2P01E I see myself first as a citizen of Europe and then as a citizen -0.73 -1.92 -0.24 2.16of the world.ES2P01F I have more in common with young people from European -0.52 -1.91 -0.25 2.15countries than with those from countries outside Europe.226ICCS 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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Table 12.1: Reliabilities for scale
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Table 12.4: Item parameters for sca
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Page 175 and 176: Table 12.6: Item parameters for sca
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Page 183 and 184: Table 12.12: Item parameters for sc
Page 185 and 186: Students’ attitudes toward instit
Page 187 and 188: Figure 12.9: Confirmatory factor an
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 209 and 210: 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
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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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Page 257 and 258: Students’ perceptions of public s
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Page 263 and 264: Table 13.1: Numbers of sampling zon
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Page 271 and 272: The software package HLM 6.08 (Raud
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Table 13.6: Coefficients of missing
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Table 13.7: Coefficients of missing
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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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