ICCS 2009 Technical Report - IEA

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The ICCS test of civic knowledge included a link to the CIVED survey in 1999 through theinclusion of secure items from the CIVED item pool. The inclusion of these 17 multiple-choiceitems made it possible to measure changes in performance for countries that participated inboth ICCS and CIVED and had assessed comparable student populations.Test-development processThe cognitive test-item and instrument development process consisted of a series of stages.These stages followed one another sequentially. However, the iterative and collaborative natureof the overall process meant that some materials were reviewed and revised within particularstages more than once.NRC test-item development workshopThe item development process began formally with an item development workshop at the firstmeeting of NRCs in October 2006 in Amsterdam. At this workshop, national representativeswere provided with information about the framework and procedures for ICCS testdevelopment. Participants drafted items in small working groups. The workshop involved thefollowing activities:• A review of the content of the assessment framework to ensure a common understandingof the fundamental civics and citizenship constructs;• A mapping of the CIVED trend items against the assessment framework to guide thedevelopment of new items;• Confirmation of the necessary properties of test-item stimuli, including issues relating toensuring cultural sensitivity and avoiding potential biases (such as cultural or gender bias);• Confirmation of item types, scoring-guide formats, and test-development systems,including the online item-review process;• An introduction to the principles of cognitive test-item development;• The opportunity to discuss and consider any cognitive test items that NRCs had broughtto the workshop;• Test-item development in small groups; and• An invitation for NRCs to make arrangements for cognitive test items to be developed andsubmitted to the ISC for consideration.Stimulus selection and preliminary item developmentThe focus of this preliminary stage of item development was on establishing authentic, viable,and relevant contexts for items to assess the content specified in the assessment framework.Stimulus materials, contexts, and item ideas were developed internally at the ISC. NRCs andmembers of the PAC submitted a small number of contexts and ideas, some of which had beencreated at the item-development workshop.These materials were submitted to the ISC, where the test-development team assessed themfor their suitability for further development. This work included evaluating the extent towhich these materials were appropriate for civic and citizenship assessment purposes and theirsuitability for the target student population. The team also reviewed these materials with respectto the range of contexts and themes that they covered.Materials selected for further development were subsequently refined (as required), and therelated items were developed by a test developer responsible for a particular unit (stimulus,items, and scoring guides). Once the project researchers had developed their respective units tothe degree that they considered them to be complete, they submitted them to a quality controlprocess called “paneling.”ICCS test development23
PanelingPaneling is a team-based approach to reviewing assessment materials. This rigorous qualitycontrolmechanism is employed during the development of assessment materials. Paneling is aprocess that recognizes the importance of exposing material to multiple viewpoints. During thisprocess, a small group (between three and six) of test developers jointly review material thatone or more of them has developed. The review leads to acceptance, modification, or rejection.Panel participants compare their answers to the questions and raise issues about the questionsand the material. Discussion is robust because of the need to ensure that the selected itemsperform as intended.The following questions provide a summary of the issues that formed the focus of theevaluation of the item material developed for ICCS. The relevance of each evaluation issuevaried according to the individual characteristics of the material under consideration.Content validity• How did the material relate to the ICCS test specifications?• Did the questions test the content and cognitive processes described in the assessmentframework?• Did the questions relate to the essence of the stimulus or did they focus on trivial sideissues?• How would this material stand up to public scrutiny (including staff involved in theproject as well as members of the wider community)?Clarity and context• Was the material coherent, unambiguous, and clear?• Was the material interesting, worthwhile, and relevant?• Did the material assume prior knowledge and, if so, was this assumed to be acceptable orpart of what the test intended to measure?• Was the reading load as low as possible?• Were there idioms or syntactical structures likely to prove difficult to translate into otherlanguages?Format• Was the proposed format the most suitable for the content and process being assessed bythe item?• Was the key (the correct answer to a multiple-choice question) indisputably correct?• Were the distractors (the incorrect options to a multiple-choice question) plausible but alsoirrefutably incorrect?Test-takers• Did the test-item material match the expected range of ability levels, age, and maturity ofthe ICCS target population?• Did the material appear to be cross-culturally relevant and sensitive?• Were items likely to be easier or harder for certain subgroups in the target population forreasons other than differences in the ability measured by the test?• Did the constructed-response items provide clear guidance as to the expected answers tothe test question?24ICCS 2009 technical report
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Page 21 and 22: ReferencesAmadeo, J., Torney-Purta,
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Page 35 and 36: • Civic identities, comprising tw
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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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88ICCS 2009 technical report
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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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Figure 12.3: Confirmatory factor an
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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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Table 12.12: Item parameters for sc
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Students’ attitudes toward instit
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Table 12.17: Reliabilities for scal
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Table 12.21: Factor loadings and re
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In Question 19, teachers were asked
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Figure 12.15: Confirmatory factor a
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Teachers’ reports of teaching civ
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School questionnairePrincipals’ r
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Principals’ reports on the local
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Principals’ reports on school cli
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Figure 12.24 shows the results of t
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All of the items associated with Qu
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Figure 12.28 shows the results of t
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In Question 4, students were asked
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Question 4 asked students to rate t
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Students’ perceptions of public s
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Table 13.1: Numbers of sampling zon
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Table 13.2: Example of computation
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Table 13.3: National averages for c
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The ICCS international report also
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The software package HLM 6.08 (Raud
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Table 13.4: Coefficients of missing
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During the multiple regression anal
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SummaryThe jackknife repeated repli
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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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332 ICCS 2009 technical report
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