ICCS 2009 Technical Report - IEA

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Table 12.44: Reliabilities for scale reflecting students’ attitudes toward learning other European languagesCountryStudents’ AttitudesAustria 0.78Belgium (Flemish) 0.80Bulgaria 0.85Cyprus 0.83Czech Republic 0.80Denmark 0.78England 0.85Estonia 0.78Finland 0.81Greece 0.77Ireland 0.82Italy 0.79Latvia 0.78Liechtenstein 0.83Lithuania 0.79Luxembourg 0.80Malta 0.80Netherlands 0.79Poland 0.83Slovak Republic 0.80Slovenia 0.79Spain 0.82Sweden 0.84Switzerland 0.81ICCS average 0.82Table 12.45: Item parameters for scale reflecting students’ attitudes toward learning other European languagesScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)Students’AttitudesWe would like to know what you think about learning languages spoken in other European countries.How much do you agree or disagree with the following statements?ES2P07A Learning a foreign European language is important for -2.42 -1.27 -0.90 2.17travelling/going on holidays in Europe.ES2P07B Learning a foreign European language can make it easier to -2.46 -1.55 -0.84 2.39find a job.ES2P07C Learning a foreign European language is important for -2.49 -1.26 -0.86 2.13working or studying in another European country.ES2P07D Learning a foreign European language helps people -1.56 -2.14 -0.51 2.65understand other European cultures better.ES2P07E All young people in Europe should learn at least two foreign -1.22 -2.06 -0.19 2.25European languages.ES2P07F Schools should give young people more opportunity to learn -1.63 -1.64 -0.59 2.23foreign languages used in other European countries.SCALING PROCEDURES FOR ICCS questionnaire ITEMS231
Figure 12.24 shows the results of the confirmatory factory analysis for this item set. The onefactorsolution had an acceptable model fit, but there was some variation in the strength offactor loadings across the six items.Figure 12.24: Confirmatory factor analysis of items measuring students’ attitudes toward learning EuropeanlanguagesES2P07A0.401.00EUATLANG0.770.840.820.680.690.73ES2P07BES2P07CES2P07D0.290.330.54ES2P07E0.53RMSEA 0.065NNFI 0.93CFI 0.96ES2P07F 0.46Students’ attitudes toward migration within EuropeThe three scales that were derived from questions regarding students’ attitudes towardmigration within Europe and that are included in the European ICCS student database are asfollows. The scales’ reliabilities are reported in Table 12.40.• Students’ attitudes toward freedom of migration within Europe (EUMOVE);• Students’ attitudes toward restricting migration within Europe (EURESTR);• Students’ attitudes toward equal opportunities for other European citizens (EUCITOPP).Question 8 of the European regional student questionnaire asked students to indicate theirlevel of agreement (“strongly agree,” “agree,” “disagree,” “strongly disagree”) with a range ofstatements about citizens of European countries travelling in Europe or moving to live inanother European country. Four of the statements concerned freedom of individuals to liveand work in their choice of European countries. These were used to construct the scale students’attitudes toward freedom of migration within Europe (EUMOVE). The higher scores on the EUMOVEscale correspond to more positive attitudes toward freedom of movement within Europe. Thescale reliability was 0.63 for the pooled ICCS sample, and the national reliabilities ranged from0.51 to 0.71 (see Table 12.46). Table 12.47 shows the item parameters used for scaling.Five items in Question 8 contained statements in favor of restricting freedom of movementwithin European countries. These were used to derive the scale students’ attitudes toward restrictingmigration within Europe (EURESTR). Higher scores on this scale indicate favorable attitudestoward restricting migration within Europe. The scale reliability was 0.68 for the Europeansample; national reliabilities ranged from 0.59 to 0.74 (see Table 12.46). The item parametersused for scaling are shown in Table 12.47.Question 9 contained a series of statements about the opportunities that citizens of Europeancountries should have in the country where the survey was undertaken. Students were askedto state their level of agreement (“strongly agree,” “agree,” “disagree,” or “strongly disagree”)with each statement. The five items associated with the question were used to derive a scalereflecting students’ attitudes toward equal opportunities for other European citizens (EUCITOPP). The232ICCS 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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Table 12.9: Reliabilities for scale
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Page 213 and 214: School questionnairePrincipals’ r
Page 217 and 218: Principals’ reports on the local
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Page 239 and 240: All of the items associated with Qu
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Page 263 and 264: Table 13.1: Numbers of sampling zon
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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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