ICCS 2009 Technical Report - IEA

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Students’ perceptions of identity, citizenship, and culture in AsiaThree scales were derived from questions that asked students to give their perceptions oftraditional culture, good citizenship, and Asian identity. The reliabilities of these scales, each ofwhich is included in the Asian ICCS student database, are reported in Table 12.62.• Students’ attitudes toward the preservation of traditional culture (TRADCL);• Students’ sense of Asian identity (ASIAID);• Students’ perceptions of good citizenship (ASIACIT).Table 12.62: Scale reliabilities for scales reflecting students’ perceptions of identity, citizenship, and culturein AsiaCountry Traditional Culture Asian Identity Good CitizenshipChinese Taipei 0.77 0.90 0.80Hong Kong SAR 0.76 0.86 0.79Indonesia 0.65 0.84 0.60Korea, Republic of 0.69 0.87 0.76Thailand 0.69 0.78 0.69ICCS average 0.75 0.85 0.73Question 3 of the questionnaire for students participating in the Asian ICCS regional moduleasked these students to signal their level of agreement (“strongly agree,” “agree,” “disagree,”“strongly disagree”) with four statements about preserving the traditional culture of theirrespective countries. All four statement items were used to derive the scale students’ attitudestoward the preservation of traditional culture (TRADCL). The scale reliability was 0.75 for the Asiansample, and the national reliabilities ranged from 0.65 to 0.77 (see Table 12.62). Table 12.63shows the item wording as well as the item parameters that were used for scaling. The highervalues on this scale reflect positive attitudes toward preservation of traditional culture.Question 6 asked students to indicate their level of agreement (“strongly agree” to “stronglydisagree”) with statements about the Asian region and their sense of identity as Asians. Seven ofthe question items were used to construct the scale students’ sense of Asian identity (ASIAID); thehigher scale scores corresponded to a greater sense of Asian identity. The scale reliability was0.85 for the pooled ICCS sample, and the national reliabilities ranged from 0.78 to 0.90 (seeTable 12.62). Table 12.63 presents the item parameters that were used for scaling.In Question 7, students were presented with seven statements indicating possible characteristicsof good citizenship. Students were asked to rate their level of agreement with each of thestatements (“strongly agree” to “strongly disagree”). The seven items were used to derive thescale students’ perceptions of good citizenship (ASIACIT), which had a scale reliability of 0.73 forthe Asian sample and national reliabilities ranging from 0.60 to 0.80 (see Table 12.52). Table12.53 shows the item wording and the item parameters that were used for scaling. Highervalues on this scale reflect stronger agreement with the listed requirements for being a goodcitizen.Figure 12.33 shows the results of the confirmatory factor analysis for these item sets. TheRMSEA suggested a close item fit, but both the NNFI and CFI indicated some lack of fit forthe three-factor solution. The relatively low factor loading for Item AS2P07B (“a person whoobeys the law but does not behave morally is not a good citizen”), for which only 25 percent ofits variance was explained by the underlying construct, suggests that the item did not measurethe latent factor ASIACIT (characteristics of a good citizen) to the same extent as the otheritems in the scale did. Strong positive correlations were observed between the three latentfactors; these ranged from 0.67 to 0.70.SCALING PROCEDURES FOR ICCS questionnaire ITEMS253
Table 12.63: Item parameters for scales reflecting students’ perceptions of identity, citizenship, and culture in AsiaScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)TraditionalCultureHow much do you agree or disagree with each of the following statements about traditional culture inyour own country?AS2P03A I would like to have more opportunities to learn about -2.11 -1.70 -1.13 2.84’s traditional culture.AS2P03B needs to maintain its unique cultural identity -1.91 -2.32 -0.33 2.65against the influence of other cultures.AS2P03C Because ’s traditional culture represents our -2.35 -1.67 -0.91 2.58cultural heritage, all parts of our traditional culture should bepreserved.AS2P03D I feel responsible for preserving ’s traditional -1.99 -1.98 -0.95 2.92culture.AsianIdentityHow much do you agree or disagree with each of the following statements about the Asian region andAsian identity?AS2P06A I think of myself as an Asian citizen. -1.66 -1.75 -0.85 2.60AS2P06D I am proud of the economic progress that has been made -1.81 -2.23 -0.82 3.04across Asia as a whole.AS2P06E I am proud of being Asian. -1.69 -2.22 -0.72 2.95AS2P06F I am proud of Asian cultural traditions. -1.89 -2.29 -0.73 3.01AS2P06G I am proud of the progress of democracy that has been made -1.87 -2.35 -0.87 3.22across Asia as a whole.AS2P06H I am proud of the progress that has been made in human -1.98 -2.45 -0.85 3.29rights across Asia as a whole.AS2P06L I feel I have a lot in common with other young people in Asia. -1.33 -2.89 -0.54 3.44GoodHow much do you agree or disagree with each of the following statements about being a good citizen?CitizenshipAS2P07A A person who obeys the law is a good citizen. -1.71 -1.52 -0.43 1.94AS2P07B A person who obeys the law but does not behave morally is -0.97 -1.65 -0.62 2.28not a good citizen.AS2P07C One can only be a good citizen if one is a good moral person. -1.42 -2.09 -0.16 2.24AS2P07D Having good morality is more important than having good -1.46 -1.64 -0.66 2.30knowledge for one to be a good citizen.AS2P07E Self-cultivation is an important process of becoming a good -1.76 -1.45 -1.09 2.55citizen.AS2P07F For one to become a good citizen, one must have a high -1.68 -1.89 -0.60 2.49quality of spirituality.AS2P07G Even if a person behaves properly, they cannot be a good -0.94 -2.03 -0.36 2.39citizen without a high quality of spirituality.254ICCS 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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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 263 and 264: Table 13.1: Numbers of sampling zon
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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
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Page 281 and 282: SummaryThe jackknife repeated repli
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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
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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
Page 303 and 304: 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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