ICCS 2009 Technical Report - IEA

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Table 12.46: Reliabilities for scales reflecting students’ attitudes toward migration within EuropeCountry Freedom of Movement Restricting Migration Equal OpportunitiesAustria 0.62 0.66 0.85Belgium (Flemish) 0.62 0.66 0.85Bulgaria 0.63 0.70 0.81Cyprus 0.58 0.64 0.82Czech Republic 0.60 0.66 0.80Denmark 0.65 0.71 0.87England 0.71 0.72 0.89Estonia 0.59 0.67 0.77Finland 0.71 0.73 0.89Greece 0.51 0.66 0.82Ireland 0.69 0.66 0.86Italy 0.64 0.66 0.89Latvia 0.53 0.59 0.72Liechtenstein 0.70 0.67 0.88Lithuania 0.54 0.67 0.82Luxembourg 0.59 0.64 0.83Malta 0.57 0.66 0.79Netherlands 0.64 0.66 0.80Poland 0.59 0.73 0.85Slovak Republic 0.58 0.69 0.85Slovenia 0.60 0.70 0.83Spain 0.60 0.68 0.86Sweden 0.71 0.74 0.91Switzerland 0.68 0.67 0.88ICCS average 0.63 0.68 0.85scale reliability (Cronbach’s alpha) was 0.85 for the pooled ICCS sample, and the nationalreliabilities ranged from 0.72 to 0.91 (see Table 12.46). Table 12.47 shows the item wordingas well as the item parameters that were used for scaling. The higher values on this scale reflectmore favorable attitudes toward equal opportunities for all European citizens.Figure 12.25 shows the results of the confirmatory factor analysis for these three item sets. Thethree-factor solution had a good model fit, but the factor loadings for EUMOVE (reflectingpositive attitudes toward freedom of movement) and EURESTR (reflecting attitudes in favor ofrestricting migration within Europe) tended to be rather low, an outcome that coincided withthe relatively low reliabilities for these scales. EUMOVE and EUCITOPP (reflecting positiveattitudes toward equal opportunities for other European citizens in the country) were positivelycorrelated at 0.71. These two latent factors (in favor of freedom of movement) had weaknegative correlations with EURESTR.SCALING PROCEDURES FOR ICCS questionnaire ITEMS233
Table 12.47: Item parameters for scales reflecting students’ attitudes toward migration within EuropeScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)Freedom ofMovementHere are some statements about citizens of European countries travelling in Europe or moving home toanother European country (i.e. becoming there).How much do you agree or disagree with the following statements?ES2P08A Citizens of European countries should be allowed to live and -1.66 -1.48 -0.77 2.25work anywhere in Europe.ES2P08E Other Europeans being allowed to live in is -0.84 -1.66 -0.64 2.30good because they bring different cultures with them.ES2P08H Allowing citizens from other European countries to work here -0.73 -2.16 -0.27 2.44is good for the economy of .ES2P08J European citizens should be free to travel anywhere in Europe, -1.45 -1.26 -0.84 2.09so they get to understand other European cultures better.RestrictingMigrationHow much do you agree or disagree with the following statements?ES2P08B The travel of European citizens in Europe should be more -0.11 -2.00 0.01 2.00restricted to help fight terrorism.ES2P08C Other Europeans living in leads to conflict -0.09 -2.20 0.22 1.99and hostility between people of different nationalities.ES2P08D Citizens of will be safer from crime if they 0.04 -1.85 0.22 1.62close their borders to from other Europeancountries.ES2P08F Allowing citizens of other European countries to come and -0.59 -1.91 -0.11 2.03work here leads to more unemployment for citizens of.ES2P08I The movement of workers between European countries should -0.55 -2.15 -0.16 2.32be restricted, otherwise some countries will be full of.EqualOpportunitiesBelow are some statements about the opportunities which citizens from European countries should have in.How much do you agree or disagree with the following statements?Citizens of European countries who come to should have the same opportunities aspeople from …ES2P09A whatever their ethnic or racial background. -1.89 -2.17 -0.70 2.86ES2P09B whatever their religion or beliefs. -1.87 -2.26 -0.75 3.00ES2P09C whatever language they speak. -1.50 -2.55 -0.36 2.90ES2P09D whether they come from a rich country or a poor one. -1.98 -1.71 -1.14 2.84ES2P09E whatever their level of education. -1.01 -2.53 -0.36 2.88234ICCS 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 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
Page 233: 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
Page 265 and 266: Table 13.2: Example of computation
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
Page 281 and 282: SummaryThe jackknife repeated repli
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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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