ICCS 2009 Technical Report - IEA

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Table 12.58: Reliabilities for scale reflecting Latin American students’ reports on frequency of discussions atschool about civic issuesCountryDiscussion Civic IssuesChile 0.85Colombia 0.85Dominican Republic 0.83Guatemala 0.85Mexico 0.85Paraguay 0.82ICCS average 0.84Table 12.59: Item parameters for scale reflecting Latin American students’ reports on frequency of discussions at school aboutcivic issuesScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)DiscussionCivic IssuesAt your school, how much have the following issues been discussed?LS2P12A Rights and duties you assume as a citizen when you become -0.58 -0.61 -0.15 0.76an adultLS2P12B Consequences of consuming illegal drugs -0.56 0.25 -0.14 -0.12LS2P12C Integration of people with different sexual tendencies and -0.17 -0.85 -0.24 1.08orientations in the communityLS2P12D Discrimination against people with different sexual orientation -0.15 -0.63 -0.13 0.76LS2P12E Advantages and disadvantages of non-governmental -0.01 -1.03 -0.13 1.16organizations operating in a democratic countryLS2P12F Integration of people with different cultural backgrounds in -0.30 -0.97 -0.14 1.12the school, neighborhood, or communityLS2P12G Respect for different religious rites -0.51 -0.63 0.05 0.57LS2P12H Facilities that people with physical and mental disabilities -0.42 -0.87 -0.01 0.88should have in different environments (school, street,workplace, etc.LS2P12I Difficulties encountered by people with AIDS in being accepted -0.32 -0.55 -0.12 0.68by societySCALING PROCEDURES FOR ICCS questionnaire ITEMS249
Figure 12.31: Confirmatory factor analysis of items measuring Latin American students’ reports on frequencyof discussions at school about civic issuesLS2P12A0.65LS2P12B0.461.00 SCHDISC0.590.740.790.760.680.720.660.710.69LS2P12C0.38LS2P12D0.42LS2P12E0.54LS2P12F 0.48LS2P12G 0.57LS2P12H 0.50RMSEA 0.057NNFI 0.92CFI 0.93LS2P12I0.52Asian questionnaireStudents’ perceptions of government and law in AsiaThe three scales derived from questions regarding students’ perceptions of government andlaw in Asia and included in the Asian ICCS student database are listed immediately below. Thescales’ reliabilities are reported in Table 12.60.• Students’ acceptance of authoritarian government practice (UNDEMGOV);• Students’ attitudes toward obedience to authority (OBAUTH);• Students’ perceptions of the integrity of the legal system (LEGSYS).The first question of the Asian regional questionnaire asked students to indicate their levelof agreement (“strongly agree,” “agree,” “disagree,” “strongly disagree”) with five statementsdenoting attitudes toward democratic government. The items were used to derive the scalestudents’ acceptance of authoritarian government practice (UNDEMGOV). The scale reliability was0.81 for the Asian sample, and reliabilities across the countries participating in the Asianregional module ranged from 0.59 to 0.81 (see Table 12.60). Table 12.61 shows the itemwording as well as the item parameters that were used for scaling. The higher values on thisscale reflect agreement with statements denoting acceptance of undemocratic government.Question 2 in the Asian module required students to indicate their level of agreement (rangingfrom “strongly agree” to “strongly disagree”) with statements about how best to behave insociety. Four of these items were used to derive the scale students’ attitudes toward obedience toauthority (OBAUTH). The higher scores on this scale denote agreement with the notion thatpeople need to be obedient. The scale reliability was 0.84 for the pooled ICCS sample, and thenational reliabilities ranged from 0.61 to 0.82 (see Table 12.60). Table 12.61 shows the itemparameters that were used for scaling.250ICCS 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 12.21: Factor loadings and re
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Page 199 and 200: Table 12.24: Reliabilities for scal
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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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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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