ICCS 2009 Technical Report - IEA

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Table 12.65: Item parameters for scales reflecting students’ perceptions of public service in AsiaScale or Item Question/Item Wording Delta Tau(1) Tau(2) Tau(3)MoralityPoliticiansHow much do you agree or disagree with each of the following statements about public officials andpoliticians?AS2P05B The honesty and morality of a politician is more important -1.26 -1.11 -0.77 1.87than his/her abilities.AS2P05D Political leaders should be role models of morality. -1.63 -0.66 -1.12 1.79AS2P05F Politicians have the responsibility to make sure that their -1.43 -1.05 -1.05 2.11family obeys the law.AS2P05G Politicians have the responsibility to make sure that their -1.48 -1.09 -0.99 2.08family behaves morally.AS2P05H Politicians should be accountable if a member of their family -0.97 -1.45 -0.22 1.68breaks the law or behaves immorally.CorruptionPub. ServiceHow much do you agree or disagree with each of the following statements about public officials andpoliticians?AS2P05A It is acceptable to bribe government officials to get things 1.25 -1.17 -0.17 1.35done effectively.AS2P05C It doesn’t matter if a public official uses resources from the 1.03 -1.96 0.23 1.74institution where he/she works for his/her personal benefit.AS2P05E Preventing corruption is adults’ business; it has nothing to do 0.92 -2.07 0.47 1.61with me.GuanxiHow much do you agree or disagree with each of the following statements about the role of in elections or public office?AS2P08A If there are many candidates in an election, we should only 0.83 -2.54 0.66 1.87vote for the people from our .AS2P08B Only the candidates we have with would truly 0.46 -2.71 0.30 2.42serve us after they get elected.AS2P08C If a candidate is a friend or relative, then we should vote for 1.09 -2.43 0.76 1.66him/her even if he/she is not the best candidate for the job.AS2P08D It is acceptable for public officials to give preference to family 0.84 -2.05 -0.05 2.09and friends when hiring people for public office.AS2P08E It is acceptable for a public official to give government 1.08 -2.04 0.25 1.78contracts to people they have with even if theyare not the best qualified to do the contract work.The results of a confirmatory factor analysis of these item sets (see Figure 12.34) suggested agood model fit for the three-factor solution. Two of the five items measuring MORALPOL(personal morality of politicians), AS2P05B (“the honesty and morality of a politician ismore important than his/her abilities”) and AS2P05H (“politicians should be accountableif a member of their family breaks the law or behaves immorally”), had much lower factorloadings than the other items forming this scale, and only a low percentage of their variancewas explained by the underlying latent construct. There was a high positive correlation (0.85)between the two latent factors CORRPUB (attitudes toward corruption in public service) andGUANXI (attitudes toward use of connections).SCALING PROCEDURES FOR ICCS questionnaire ITEMS257
Figure 12.34: Confirmatory factor analysis of items measuring students’ perceptions of public service in Asia1.00 CORRPUB0.810.750.70AS2P05AAS2P05C0.350.43AS2P05E0.50-0.22AS2P05B0.730.851.00MORALPOL0.520.680.79AS2P05D0.530.810.40AS2P05FAS2P05G0.380.34-0.17AS2P05H0.84AS2P08A0.301.00GUANXI0.840.740.83AS2P08B0.460.850.86AS2P08CAS2P08D0.310.28RMSEA 0.050NNFI 0.88CFI 0.94AS2P08E0.27SummaryICCS derived two different types of indices from the different questionnaires administeredto students, teachers, and schools. A number of indices were constructed through recoding ofvalues, combination of separate variables, and arithmetic calculations. Another type of index wasderived through scaling procedures.Item response modeling (mainly applying the Rasch partial credit model) was used to derive24 international student questionnaire scales, 12 teacher questionnaire scales, and 12 schoolquestionnaire scales. In addition, regional questionnaire data provided further scale indicesfor ICCS: 13 for the European regional database and nine for the Asian and Latin Americanregional databases. A composite index reflecting socioeconomic background was derivedusing principal component analysis of three home background indicators, namely, parentaloccupation, parental education, and home literacy resources.Generally, the scales used in ICCS had sound psychometric properties, such as high reliabilities.Confirmatory factor analyses showed satisfactory model fit for the sets of items used to derivelatent variables.258ICCS 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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Figure 12.15: Confirmatory factor a
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Page 213 and 214: School questionnairePrincipals’ r
Page 217 and 218: Principals’ reports on the local
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Page 231 and 232: Figure 12.23: Confirmatory factor a
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
Page 253 and 254: Question 4 asked students to rate t
Page 257: 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
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.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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