ICCS 2009 Technical Report - IEA

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Chapter 13:The reporting of ICCS resultsWolfram SchulzIntroductionThis chapter describes the procedures that were used to report results in the ICCS publications.The chapter begins with a description of the replication methodology used to estimatesampling variance and then provides an outline of how the imputation variance of the civicknowledge scores was computed. The subsequent section describes how the significance testsfor differences between country and subsample means or percentages were conducted.This chapter also includes descriptions of how the multiple regression analyses were conductedand how the hierarchical models explaining civic knowledge were estimated. The final sectionof the chapter outlines how missing data were treated during multivariate analyses of the ICCSdata.Estimation of sampling varianceICCS employed two-stage cluster sampling procedures to obtain the student as well as theteacher samples. During the first stage, schools were sampled from a sampling frame with aprobability proportional to their size. During the second stage, intact classrooms were randomlysampled within schools. Cluster sampling techniques permit an efficient and economic datacollection. However, because these samples are not simple random samples, the usual formulaeused to obtain standard errors for population estimates are not appropriate.Replication techniques provide tools with which to estimate the correct sampling variance onpopulation estimates (Gonzalez & Foy, 2000; Wolter, 1985). ICCS used the jackknife repeatedreplication technique (JRR) to compute standard errors for population means, percentages,regression coefficients, and any other population statistic.Generally, the JRR method for stratified samples requires pairing primary sampling units(PSUs)—in this survey, schools—into pseudo-strata. Because assignment of schools to these“sampling zones” needed to be consistent with the sampling frame from which they weresampled, sampling zones were constructed within explicit strata. Occurrences of an oddnumber of schools within an explicit stratum or the sampling frame saw the remaining schoolrandomly divided into two halves, thereby forming a sampling zone of two “quasi-schools.”Each of the countries participating in ICCS had up to 75 sampling zones. In countries witha large number of participating schools, some schools were combined into bigger “pseudoschools”in order to keep the total number to 75. A three-stage sample design was appliedto the Russian Federation. The first stage of this process consisted of a sample of regions. Ifa selected region was large enough to be selected with certainty, schools were paired. If thiswas not the case, regions in the sampling zones were paired. In countries where all schoolswere tested and two classrooms within each school had been sampled (i.e., Cyprus and Malta),schools were defined as sampling zones and classrooms as PSUs. In countries with censussurveys (Liechtenstein and Luxembourg), students were randomly assigned to sampling zonesand quasi-schools. The same procedure was applied to teachers in countries in which all schoolswere selected. Table 13.1 shows the range of sampling zones for the student, school, andteacher samples used in each participating country.Within each of the sampling zones, one school was randomly assigned a value of 2 and theother school a value of 0. Replicate weights were computed for each of the sampling zones.This meant that one of the paired schools had a contribution of zero, the second a doublecontribution, and all other schools remained the same. The replicate weights procedure isachieved by simply multiplying student or teacher weights with the jackknife indicators onceonly for each sampling zone.261
Table 13.1: Numbers of sampling zones in national samplesCountry Student Data School Data Teacher DataAustria 68 55 38Belgium (Flemish) 75 75 68Bulgaria 75 75 75Chile 75 75 75Chinese Taipei 75 75 73Colombia 75 75 75Cyprus 75 30 75Czech Republic 73 68 74Denmark 75 75 57Dominican Republic 73 73 73England 62 56 59Estonia 71 64 67Finland 75 75 75Greece 75 65 N/AGuatemala 74 73 74Hong Kong SAR 39 43 52Indonesia 71 70 71Ireland 73 68 69Italy 75 75 75Korea, Republic of 75 75 75Latvia 75 69 74Liechtenstein 75 5 59Lithuania 75 75 75Luxembourg 75 11 75Malta 75 27 75Mexico 75 75 75Netherlands 34 24 N/ANew Zealand 75 62 75Norway 65 60 37Paraguay 75 75 71Poland 75 75 75Russian Federation 62 62 62Slovak Republic 71 71 71Slovenia 75 75 75Spain 75 75 75Sweden 75 75 75Switzerland 75 74 74Thailand 75 75 75262ICCS 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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Teachers’ reports of teaching civ
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Page 213 and 214: School questionnairePrincipals’ r
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Page 231 and 232: Figure 12.23: Confirmatory factor a
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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 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
Page 307 and 308: Table B.29.1: Allocation of student
Page 309 and 310: Table B.32: Allocation of student s
Page 311 and 312: 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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