ICCS 2009 Technical Report - IEA

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Table 12.43: Item parameters for scales reflecting students’ reports on activities related to EuropeScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)Particip. in Have you ever participated in any of the following activities?Groups/ActivitiesES2P02A Activities organised in my local area that involve meeting 1.14 0.02 -0.02people from other European countriesES2P02B Activities related to friendship agreements (twinning) 1.48 -0.16 0.16between my local town/city and other European towns/citiesES2P02C Music, dance or film festival(s) in another European country 1.13 0.00 0.00ES2P02D Sports event(s) in another European country 1.01 0.13 -0.13ES2P02F Exchange programs with students from other European 1.41 0.36 -0.36countries (going abroad or others coming to your country)ES2P02G School trip(s) to another European country 0.92 0.23 -0.23ES2P02H Visits to other European countries for leisure/holidays -0.41 -0.08 0.08ES2P02I Exhibitions, festivals, or other events about the art and 0.70 -0.12 0.12culture (e.g. music, films) of other European countriesHow much do you agree or disagree with the following statements?Learning Opps. My school gives me opportunities to …ES2P03A visit other European countries. -0.18 -1.07 -0.26 1.33ES2P03B meet young people from other European countries. -0.03 -1.61 -0.20 1.82ES2P03C learn about political and economic issues in other European 0.24 -1.93 -0.60 2.53countries. -ES2P03D find out what is happening in other European countries. -0.55 -1.80 -0.82 2.63ES2P03E find out about other European countries through the internet -0.56 -1.71 -0.57 2.27or the media (press, TV, or radio).ES2P03F learn about arts and culture (e.g., music, films) in other -0.65 -1.66 -0.71 2.36European countries.ES2P03G learn about sport in other European countries. -0.50 -1.85 -0.17 2.01ES2P03H find out what it is like to live in other European countries. -0.46 -1.78 -0.46 2.24ES2P03I learn about how I could work in other European countries. 0.00 -1.89 -0.08 1.96Particip. in How often are you involved in each of the following activities?CommunicationES2P04A Watching television to inform yourself about European news -0.39 0.13 -0.48 0.35ES2P04B Reading the newspapers to inform yourself about European 0.08 -0.08 -0.61 0.69newsES2P04C Discussing the political or economic situation in other 0.65 -0.39 -0.55 0.95European countries with your friends or familyES2P04D Discussing European sports events with your friends or family -0.10 -0.25 -0.23 0.49ES2P04E Discussing arts and culture (e.g. music, films) from other 0.22 -0.37 -0.38 0.74European countries with your friends or familyES2P04F Discussing the European Union with your friends or family 0.95 -0.64 -0.36 1.01ES2P04G Discussing issues raised in the European Parliament with 1.27 -0.44 -0.32 0.76your friends or familyES2P04H Talking about what life is like in other European countries 0.42 -0.83 -0.25 1.09with your friends or familyES2P04I Talking, with your friends and family, about what it might be 0.54 -0.66 -0.26 0.92like to work in other European countriesSCALING PROCEDURES FOR ICCS questionnaire ITEMS229
Figure 12.23: Confirmatory factor analysis of items reflecting students’ reports on activities related to EuropeES2P02A0.450.74ES2P02B0.481.00EUPART0.720.760.740.69ES2P02CES2P02D0.420.450.630.54ES2P02F0.520.69ES2P02G 0.61ES2P02H 0.710.41ES2P02I 0.53ES2P03A0.32ES2P03B0.270.82ES2P03C0.460.361.00 EUROPP0.850.730.810.760.75ES2P03DES2P03E0.350.430.75ES2P03F 0.440.790.77ES2P03G 0.44ES2P03H 0.370.29ES2P03I0.41ES2P04A0.47ES2P04B0.421.00 EUROCOM0.730.760.840.680.720.860.830.820.81ES2P04C0.30ES2P04D0.54ES2P04E0.48ES2P04F 0.26ES2P04G 0.31ES2P04H 0.33RMSEA 0.050NNFI 0.83CFI 0.84ES2P04I0.34230ICCS 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 179 and 180: Table 12.9: Reliabilities for scale
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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
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 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 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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Page 263 and 264: Table 13.1: Numbers of sampling zon
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Page 267 and 268: Table 13.3: National averages for c
Page 269 and 270: The ICCS international report also
Page 271 and 272: The software package HLM 6.08 (Raud
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Page 275 and 276: 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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