ICCS 2009 Technical Report - IEA

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Figure 12.27: Confirmatory factor analysis of items measuring students’ self-reported knowledge about theEuropean UnionES2P13A0.360.80ES2P13B0.25RMSEA 0.026NNFI 1.00CFI 1.001.00EUKNOW0.860.830.51ES2P13C0.32ES2P13D 0.74Latin American questionnaireStudents’ perceptions of Latin American identityQuestion 1 of the Latin American regional questionnaire was designed to measure the extentto which students identified with the Latin American region. Students were asked to give theirlevel of agreement (“strongly agree,” “agree,” “disagree,” “strongly disagree”) with statementscontained in five items. The five items were used to derive the scale students’ sense of LatinAmerican identity (LAIDENT). The scale reliability was 0.62 for the pooled ICCS sample. Thenational reliabilities ranged from 0.52 to 0.68 (see Table 12.44). Table 12.45 shows the itemwording as well as the item parameters that were used for scaling. Higher values on this scalereflect a greater sense of Latin American identity.Table 12.52: Reliabilities for scale reflecting students’ perceptions of Latin American identityCountryLatin American IdentityChile 0.68Colombia 0.65Dominican Republic 0.52Guatemala 0.62Mexico 0.64Paraguay 0.57ICCS average 0.62Table 12.53: Item parameters for scale reflecting students’ perceptions of Latin American identityScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)Latin AmericanIdentityHow much do you agree or disagree with the following statements about Latin America and its people?LS2P01A We Latin Americans have a lot in common even if we come -1.47 -1.25 -0.94 2.18from different countries.LS2P01B In Latin America more things unite us than separate us. -1.11 -1.95 -0.44 2.38LS2P01C I feel I have a lot in common with other Latin American youths. -0.90 -1.66 -0.31 1.96LS2P01D Sometimes I support teams from other Latin American -0.66 -0.98 -0.36 1.34countries during international competitions.LS2P01E I often support teams from other Latin American countries -0.49 -0.79 -0.39 1.19when my country has been eliminated from a competition.SCALING PROCEDURES FOR ICCS questionnaire ITEMS241
Figure 12.28 shows the results of the confirmatory factor analysis of this item set. The onefactorsolution had only a poor model fit, and the factor loadings indicated that the item’sability to measure the underlying latent trait was weak; for all items, the latent factor failed toexplain over 50 percent of the variance.Figure 12.28: Confirmatory factor analysis of items measuring students’ sense of Latin American identityLS2P01A0.661.00LAIDENT0.580.540.550.620.64LS2P01BLS2P01CLS2P01D0.710.690.62RMSEA 0.11NNFI 0.68CFI 0.84LS2P01E0.59Students’ perceptions of government and lawThree scales were derived from questions regarding students’ perceptions of government andlaw. Table 12.46 reports the reliabilities of these scales, each of which is included in the LatinAmerican ICCS student database.• Students’ attitudes toward authoritarianism in government (AUTGOV);• Students’ attitudes toward corrupt practices in government (ATTCORR);• Students’ attitudes toward disobeying the law (DISLAW).Questions 2 and 3 contained statements about government and its leaders, or the government’spower. Students were asked to indicate their level of agreement with the statement containedin each item (“strongly agree,” “agree,” “disagree,” or “strongly disagree”). All the items fromQuestion 2 and the first three items from Question 3 were used to construct the scale students’attitudes toward authoritarianism in government (AUTGOV). Higher AUTGOV scores correspondto greater acceptance of governments engaging in authoritarian practices. The scale reliabilitywas 0.83 for the Latin American sample; the national reliabilities ranged from 0.80 to 0.86 (seeTable 12.54). The item parameters that were used for scaling are shown in Table 12.55.Table 12.54: Reliabilities for scales reflecting students’ perceptions of government and law in Latin AmericaCountry Authoritarian Govt. Corruption Disobeying LawChile 0.84 0.83 0.85Colombia 0.81 0.80 0.84Dominican Republic 0.82 0.77 0.80Guatemala 0.80 0.82 0.80Mexico 0.86 0.84 0.82Paraguay 0.80 0.81 0.81ICCS average 0.83 0.82 0.83242ICCS 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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Students’ attitudes toward instit
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Page 191 and 192: Table 12.17: Reliabilities for scal
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Page 213 and 214: School questionnairePrincipals’ r
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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 269 and 270: The ICCS international report also
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Page 281 and 282: SummaryThe jackknife repeated repli
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Page 285 and 286: Republic of KoreaTae-Jun KimKorean
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Page 289 and 290: Table B.3: Allocation of student sa
Page 291 and 292: 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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