ICCS 2009 Technical Report - IEA

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Figure 12.29: Confirmatory factor analysis of items measuring students’ attitudes toward government andlaw in Latin AmericaLS2P02A0.34LS2P02B0.421.00 AUTGOV0.810.760.650.780.650.740.670.770.74LS2P02C0.58LS2P02D0.40LS2P02E0.58LS2P02F 0.45LS2P03A 0.550.91LS2P03B 0.41LS2P03C0.45LS2P04A0.370.811.00ATTCORR0.800.830.750.80LS2P04BLS2P04C0.310.430.610.78LS2P04D0.36LS2P04E0.62LS2P04F 0.390.82LS2P05A0.41LS2P05B0.591.00 DISLAW0.770.640.700.740.720.780.660.720.490.72LS2P05CLS2P05DLS2P05E0.520.450.48LS2P05F 0.40LS2P05H 0.56LS2P05I0.480.77LS2P05J0.76LS2P05K 0.49RMSEA 0.037NNFI 0.87CFI 0.88LS2P05L 0.41SCALING PROCEDURES FOR ICCS questionnaire ITEMS245
Table 12.56: Reliabilities for scales related to Latin American students’ perceptions of peaceful coexistenceCountry Diversity Violence Empathy AbuseChile 0.84 0.77 0.86 0.75Colombia 0.84 0.78 0.84 0.73Dominican Republic 0.78 0.75 0.93 0.73Guatemala 0.84 0.76 0.84 0.72Mexico 0.83 0.79 0.86 0.72Paraguay 0.79 0.71 0.83 0.74ICCS average 0.82 0.76 0.87 0.73Table 12.57: Item parameters for scales related to Latin American students’ perceptions of peaceful coexistenceScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)Diversity How much would you like or dislike having neighbours belonging to the following groups?LS2P06A People with different skin color than yours. -2.07 -1.84 1.84LS2P06B People of a different social class than yours. -1.28 -1.93 1.93LS2P06C People of a different religion than yours. -1.07 -1.77 1.77LS2P06D Homosexuals or lesbians. 0.92 -1.33 1.33LS2P06E People who come from another region of the country. -1.73 -1.62 1.62LS2P06F People with physical disabilities. -1.34 -1.70 1.70LS2P06G People with mental disorders. -0.40 -1.51 1.51LS2P06H People of a different nationality than yours. -1.70 -1.57 1.57LS2P06I People with AIDS. 0.55 -1.27 1.27LS2P06J People of indigenous origin. -1.17 -1.55 1.55Violence How much do you agree or disagree with the following phrases?LS2P08A He who does me harm will have to pay for it. 0.00 -2.11 0.70 1.40LS2P08B Watching fights between classmates is fun. 1.04 -2.19 0.74 1.44LS2P08C If you cannot do it the easy way, do it the hard way. 0.75 -2.01 0.64 1.37LS2P08D You have to fight so people do not think you are a coward. 1.19 -1.76 0.89 0.88Empathy How do you feel when you witness the following situations at your school?LS2P09A A classmate falls and gets hurt. -1.35 -1.08 1.08LS2P09B A classmate gets beaten up. -2.55 -1.08 1.08LS2P09C A classmate gets unfairly reprimanded. -2.60 -0.54 0.54LS2P09D A classmate gets unfairly punished. -2.88 -0.64 0.64LS2P09E A classmate gets something stolen from him/her. -2.92 -0.90 0.90LS2P09F A classmate gets ridiculed. -2.22 -0.69 0.69LS2P09G A classmate gets insulted. -2.68 -1.05 1.05LS2P09H A classmate looks very sad. -2.43 -1.59 1.59LS2P09I A classmate gets bad grades. -1.50 -2.46 2.46LS2P09J A classmate has nobody to play with. -2.30 -1.29 1.29Abuse Last month, how often did the following happen to you at your school?LS2P10A Someone in your school hit, slapped, kicked, pushed, or pinched you. -1.39 -0.16 -0.14 0.30LS2P10B Someone in your school insulted you. -0.69 -0.37 -0.36 0.74LS2P10C Someone threatened to hit you. -1.48 -0.33 0.04 0.30LS2P10D Someone rejected you and did not allow you to join their group. -1.61 -0.16 -0.05 0.20LS2P10E A classmate called you an offensive nickname. -0.67 0.16 -0.46 0.30246ICCS 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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Table 12.17: Reliabilities for scal
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Table 12.19: Reliabilities for scal
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Page 197 and 198: Table 12.22: Reliabilities for scal
Page 201 and 202: In Question 19, teachers were asked
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Page 207 and 208: Table 12.29: Item parameters for sc
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 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: 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
Page 273 and 274: Table 13.4: Coefficients of missing
Page 275 and 276: During the multiple regression anal
Page 281 and 282: SummaryThe jackknife repeated repli
Page 283 and 284: Staff at the IEA Data Processing an
Page 285 and 286: Republic of KoreaTae-Jun KimKorean
Page 287 and 288: Appendix B: Characteristics of nati
Page 289 and 290: Table B.3: Allocation of student sa
Page 291 and 292: B.6. Colombia• Night schools, wee
Page 293 and 294: Table B.8.2: Allocation of teacher
Page 295 and 296: B.12. Estonia• Schools for adults
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B.14. Greece• Night schools and s
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Table B.17.2: Allocation of teacher
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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.26.2: Allocation of teacher
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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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