ICCS 2009 Technical Report - IEA

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Question 9 presented students with 10 items conveying a series of situations involvingclassmates that they might witness at school. Students were asked to express how they feltabout the events depicted (“I think it’s fun,” “I don’t care,” “It bothers me”). All 10 itemswere used to derive the scale students’ feelings of empathy toward classmates (EMPATH). The scalereliability was 0.87 for the pooled ICCS sample, and the national reliabilities ranged from 0.83to 0.93 (see Table 12.56). Table 12.57 shows the item wording and the item parameters thatwere used for scaling. Students who scored highly on this scale were students who expressed agreater degree of empathy toward their classmates.Question 10 asked students to indicate how often they themselves had experienced acts ofphysical and/or verbal abuse in the past month (“never,” “only once,” “two to four times,” “fivetimes or more”). The five question items were used to form the scale students’ personal experienceof physical and verbal abuse at school (EXPAGG). The scale had a reliability (Cronbach’s alpha)of 0.73 for the pooled ICCS sample; national reliabilities ranged from 0.72 to 0.75 (see Table12.56). Table 12.57 shows the item wording as well as the item parameters that were used forscaling. Higher values on this scale reflect more frequent experiences with physical and verbalaggression at school.The results of the confirmatory factor analysis for these item sets appear in Figure 12.30.The four-factor solution had a close model fit, while the size of the factor loadings indicatedhigh measurement reliability at the item level. Correlations between the latent factors tendedto be weak. Only ATTVIOL (attitudes toward the use of violence) and EMPATH (feelings ofempathy) had a strong negative correlation, indicating that students who felt more empatheticwere also more likely to reject the use of violence.Students’ reports on discussion of civic issues at schoolQuestion 12 asked students to indicate how often (“not at all,” “a little, “sometimes,” “often”)a series of civic issues were discussed at their school. The nine items stating these issueswere used to form the scale students’ reports on frequency of discussions about civic issues at school(SCHDISC). The scale reliability was 0.84 for the pooled ICCS sample, and the nationalreliabilities ranged from 0.82 to 0.85 (see Table 12.58). The item parameters that were used forscaling are shown in Table 12.59.Figure 12.31 shows the results from the confirmatory factor analysis of this item set. The onefactorsolution had a good model fit. The factor loading for Item LS2P12A (“rights and dutiesof citizens”) indicated a somewhat lower reliability for this item than for others, with only 35percent of its variance explained by the latent factor.SCALING PROCEDURES FOR ICCS questionnaire ITEMS247
Figure 12.30: Confirmatory factor analysis of items measuring Latin American students’ perceptions ofpeaceful coexistenceLS2P06A0.41LS2P06B0.410.77LS2P06C0.381.00 ATTDIFF0.770.790.580.720.830.770.720.76LS2P06DLS2P06E0.660.48LS2P06F 0.31LS2P06G 0.410.76LS2P06H0.48LS2P06I0.42-0.18LS2P06J 0.43LS2P08A0.440.100.75LS2P08B0.310.831.00ATTVIOL0.83LS2P08C0.300.76LS2P08D 0.42-0.02LS2P09A0.36-0.63LS2P09B0.240.80LS2P09C0.130.870.93LS2P09D0.05-0.141.00 EMPATH0.970.890.880.91LS2P09E0.20LS2P09F 0.220.860.78LS2P09G 0.160.83LS2P09H0.260.17LS2P09I0.39LS2P09J 0.30LS2P10A0.530.69LS2P10B0.320.831.00EXPAGG0.76LS2P10C0.420.66RMSEA 0.036NNFI 0.93CFI 0.940.74LS2P10D 0.57LS2P10E 0.46248ICCS 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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Table 12.21: Factor loadings and re
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Page 201 and 202: In Question 19, teachers were asked
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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 and 246: In Question 4, students were asked
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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
Page 297 and 298: 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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