ICCS 2009 Technical Report - IEA

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Table 12.60: Reliabilities for scales reflecting students’ perceptions of government and law in AsiaCountry Authoritarian Govt. Obedience Integrity Legal SystemChinese Taipei 0.81 0.80 0.72Hong Kong SAR N/A 0.80 0.70Indonesia 0.59 0.69 0.42Korea, Republic of 0.78 0.82 0.73Thailand 0.71 0.61 0.51ICCS average 0.81 0.84 0.68Table 12.61: Item parameters for scales reflecting students’ perceptions of government and law in AsiaScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)AuthoritarianGovt.How much do you agree or disagree with each of the following statements about the government ofyour country?AS2P01B As long as everyone can enjoy prosperity, it does not matter 0.52 -2.34 0.28 2.05whether the government is democratic or not.AS2P01D As long as the government represents citizens’ ideas, it does 0.50 -2.44 0.37 2.07not matter whether the government is democratic or not.AS2P01E It is acceptable for the government to act undemocratically 0.73 -2.13 0.25 1.89in order to do its job more efficiently.AS2P01F The more power the government has, the more likely it is to 0.05 -1.84 -0.10 1.94solve its people’s problems.AS2P01G It is acceptable for the government to break the law when it 0.90 -1.54 0.04 1.51considers it necessary.ObedienceHow much do you agree or disagree with each of the following statements about how to best behavein society?AS2P02A Even if you have a different opinion, you should always follow -0.86 -3.01 -0.31 3.32the advice of elders when making important decisions.AS2P02C Even if you have a different opinion, you should always follow 0.16 -2.82 0.05 2.78the advice of the people with the highest status position whenmaking important decisions.AS2P02D Even if you have a different opinion, you should always obey -0.40 -2.57 -0.13 2.71your teachers.AS2P02F Even if you have a different opinion, you should always obey -1.01 -2.50 0.05 2.45your parents.IntegrityLegal SystemHow much do you agree or disagree with each of the following statements about the law and judiciaryin your country?In ...AS2P04A the law favors those who have money and power. -0.27 -1.35 -0.15 1.50AS2P04B everyone is equally treated by the law. -1.24 -1.55 -0.11 1.65AS2P04C the government often intervenes in decisions made by the 0.11 -2.05 0.00 2.05courts.AS2P04D the courts are able to apply the law fairly. -1.33 -1.35 -0.53 1.89AS2P04E there is no corruption in the legal system. -0.39 -1.42 0.15 1.27SCALING PROCEDURES FOR ICCS questionnaire ITEMS251
Question 4 asked students to rate their level of agreement (again ranging from “strongly agree”to “strongly disagree”) with five statements concerning the law and the judiciary in theircountry. These five items were used to derive the scale students’ perceptions of the integrity of thelegal system (LEGSYS); students with higher scale scores were those who expressed greater faithin the integrity of the legal system. The scale reliability was 0.68 for the pooled ICCS sample,and the national reliabilities ranged from 0.42 to 0.73 (see Table 12.50). Table 12.51 showsthe item parameters that were used for scaling.The results of the confirmatory factor analysis of these three items sets are shown in Figure12.32. The model fit was not close. However, as judged by the RMSEA, it was still in anacceptable range. The low factor loading for Item AS2P04C (frequent intervention of governmentin legal decisions) suggests that this item did not measure LEGSYS (integrity of legal system) aswell as the other items did. The (positive) correlations between the three latent factors rangedfrom 0.42 (between UNDEMGOV, i.e., authoritarian government practices, and LEGSYS,integrity of the legal system) to 0.69 (between UNDEMGOV and OBAUTH, obedience toauthority).Figure 12.32: Confirmatory factor analysis of items measuring students’ perceptions of government and lawin AsiaAS2P01B0.450.741.00UNDEMGOV0.770.76AS2P01D0.400.80AS2P01E0.420.63AS2P01F0.360.69AS2P01G0.600.42AS2P02A0.480.72AS2P02C0.360.801.00OBAUTH0.88AS2P02D0.220.90AS2P02F 0.200.51AS2P04A0.480.721.00LEGSYS0.800.39AS2P04B0.360.73AS2P04C0.850.76AS2P04D0.47RMSEA 0.075NNFI 0.87CFI 0.88AS2P04E0.42252ICCS 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 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
Page 265 and 266: Table 13.2: Example of computation
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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Page 301 and 302: 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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