ICCS 2009 Technical Report - IEA

More documents

Recommendations

Info

This process results in a weight being added to the data file for each jackknife replicate. Thus,within one sampling zone at a time, each element of one PSU receives a double weight andeach element of the other PSU receives a zero weight. Table 13.2 illustrates this procedurethrough a simple example featuring 24 students from six different schools (A−F) paired intothree sampling zones.For each country sample, 75 replicate weights were computed regardless of the number ofsampling zones. In countries with fewer sampling zones, the remaining replicate weights wereequal to the original sampling weight and therefore did not contribute to the sampling varianceestimate.Estimating the sampling variance for a statistic, µ, involves computing it once with the samplingweights for the original sample and then with each of the 75 replication weights separately.The sampling variance SV µ estimate is computed using the formula75SV µ = S [µ i – µ s ] 2i=1 ’where µ s is the statistic µ estimated for the population through use of the original samplingweights and µ i is the same statistic estimated by using the weights for the i th of 75 jackknifereplicates. The standard error SE µ for statistic µ is computed as:SE µ = SV µ.The computation of sampling variance using jackknife replication can be obtained for anystatistic, including means, percentages, standard deviations, correlations, regression coefficients,and mean differences. Standard statistical software rarely includes procedures for replicationtechniques.Tailored SPSS software macros were used for the jackknife replication of ICCS data. Most ofthese results can be replicated by using the IEA IDB Analyzer, which is generally recommendedas a tool for analyzing IEA data. 1 Alternatively, analysts can use other specialized software,such as WESVAR (Westat, 2007), or tailored applications, such as the SPSS Replicates Moduledeveloped by the Australian Council for Educational Research (ACER). 2Estimation of imputation variance for civic knowledge scoresWhen estimating standard errors for test scores reflecting ICCS civic knowledge, it is importantto take the imputation variance into account (see Chapter 11 for a description of the scalingmethodology for ICCS test items). Therefore, population statistics for ICCS civic knowledgescores should always be estimated through use of all five plausible values.If q is the international civic knowledge and µ P is the statistic of interest computed basedqon each of the P plausible values, then the statistic µ qbased on all plausible values can becomputed as follows:Pµ q=1P S µPp=1 q .1 The IDB Analyzer is a plug-in for the Statistical Package for the Social Sciences (SPSS) that allows the user to combineand analyze data from IEA’s large-scale assessments such as TIMSS, PIRLS, and SITES. The application can bedownloaded at http://www.iea.nl/iea_studies_datasets.html2 The module is an add-in component running under SPSS. It offers some features for applying different replicationmethods when estimating sampling and imputation variance. The application can be downloaded athttps://mypisa.acer.edu.au/SCALING PROCEDURES FOR ICCS questionnaire ITEMS263
Table 13.2: Example of computation of replicate weightsID Student Weight School Sampling Zone Jackknife Indicator Replicate Weight 1 Replicate Weight 2 Replicate Weight 31 5.2 A 1 0 0 5.2 5.22 5.2 A 1 0 0 5.2 5.23 5.2 A 1 0 0 5.2 5.24 5.2 A 1 0 0 5.2 5.25 9.8 B 1 2 19.6 9.8 9.86 9.8 B 1 2 19.6 9.8 9.87 9.8 B 1 2 19.6 9.8 9.88 9.8 B 1 2 19.6 9.8 9.89 6.6 C 2 2 6.6 13.2 6.610 6.6 C 2 2 6.6 13.2 6.611 6.6 C 2 2 6.6 13.2 6.612 6.6 C 2 2 6.6 13.2 6.613 7.2 D 2 0 7.2 0 7.214 7.2 D 2 0 7.2 0 7.215 7.2 D 2 0 7.2 0 7.216 7.2 D 2 0 7.2 0 7.217 4.9 E 3 2 4.9 4.9 9.818 4.9 E 3 2 4.9 4.9 9.819 4.9 E 3 2 4.9 4.9 9.820 4.9 E 3 2 4.9 4.9 9.821 8.2 F 3 0 8.2 8.2 022 8.2 F 3 0 8.2 8.2 023 8.2 F 3 0 8.2 8.2 024 8.2 F 3 0 8.2 8.2 0264ICCS 2009 technical report
Page 5 and 6:
School sampling design 63Within-sch
Page 7 and 8:
6ICCS 2009 technical report
Page 9 and 10:
Table 9.9: Numbers of NRC responses
Page 11 and 12:
Table 12.37: Item parameters for sc
Page 13 and 14:
Figure 12.7: Confirmatory factor an
Page 15 and 16:
Table B.21.1: Allocation of student
Page 17 and 18:
ICCS collected data from more than
Page 19 and 20:
• A 30-minute school questionnair
Page 21 and 22:
ReferencesAmadeo, J., Torney-Purta,
Page 23 and 24:
Table 2.1: Test development process
Page 25 and 26:
PanelingPaneling is a team-based ap
Page 27 and 28:
Development of constructed-response
Page 29 and 30:
Table 2.6: Field trial item mapping
Page 31 and 32:
Released test itemsTwo clusters of
Page 33 and 34:
32 ICCS 2009 technical report
Page 35 and 36:
• Civic identities, comprising tw
Page 37 and 38:
The context of the wider community
Page 39 and 40:
The international options offered t
Page 41 and 42:
Some of the constructs measured thr
Page 43 and 44:
Discussion with national centers an
Page 45 and 46:
Page 47 and 48:
was that the test would focus on kn
Page 49 and 50:
Asian questionnaire developmentThe
Page 51 and 52:
Page 53 and 54:
Of these, the survey instruments (c
Page 55 and 56:
Adaptation of the instrumentsIn the
Page 57 and 58:
International translation verifiers
Page 59 and 60:
Quality control monitor reviewIEA h
Page 61 and 62:
Teacher target populationICCS defin
Page 63 and 64:
Table 6.1: Population coverage and
Page 65 and 66:
Table 6.2: School, student, and tea
Page 67 and 68:
The team next selected a sample fro
Page 69 and 70:
Systematic sampling was used for se
Page 71 and 72:
In a small number of countries, the
Page 73 and 74:
Class non-response adjustment (WGTA
Page 75 and 76:
Teacher non-response adjustment (WG
Page 77 and 78:
Calculating participation ratesFor
Page 79 and 80:
Table 7.1: Unweighted participation
Page 81 and 82:
The unweighted overall participatio
Page 83 and 84:
Table 7.4: Weighted participation r
Page 85 and 86:
Table 7.5: Categories into which co
Page 87 and 88:
Table 7.7: Participation by country
Page 89 and 90:
Page 91 and 92:
• The School Sampling Manual (ICC
Page 93 and 94:
School coordinators were required t
Page 95 and 96:
For countries administering the sch
Page 97 and 98:
Scoring the ICCS assessmentThe succ
Page 99 and 100:
Quality control throughout the data
Page 101 and 102:
Table 8.3: Weighted percentages of
Page 103 and 104:
ICCS International Study Center (20
Page 105 and 106:
They received an overview of the st
Page 107 and 108:
Survey administration activities du
Page 109 and 110:
Table 9.3: Percentages of IQCM resp
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Table 9.9: Numbers of NRC responses
Page 117 and 118:
Table 9.12: Numbers of NRC response
Page 119 and 120:
The majority of countries used the
Page 121 and 122:
ReferencesICCS International Study
Page 123 and 124:
After the item-statistics review ha
Page 125 and 126:
Documentation and structure checkFo
Page 127 and 128:
Filter questions, which appeared in
Page 129 and 130:
SummaryTo achieve a high standard o
Page 131 and 132:
Test coverage and item dimensionali
Page 133 and 134:
Table 11.1: Item total-score correl
Page 135 and 136:
Assessment of scorer reliabilitiesT
Page 137 and 138:
Table 11.3: Gender DIF estimates fo
Page 139 and 140:
Table 11.4 shows the percentages of
Page 141 and 142:
fell below 70 percent were removed.
Page 143 and 144:
Table 11.6: National items excluded
Page 145 and 146:
Table 11.7: Final item parameters u
Page 147 and 148:
Table 11.9: Median test reliabiliti
Page 149 and 150:
The approach chosen was essentially
Page 151 and 152:
Figure 11.6: Scatterplot for link i
Page 153 and 154:
Here, s 2 represents the variance o
Page 155 and 156:
Table 11.15: Reliabilities for Euro
Page 157 and 158:
ReferencesAdams, R. (2002). Scaling
Page 159 and 160:
their parents’ levels of educatio
Page 161 and 162:
Teacher questionnaireIndividual tea
Page 163 and 164:
In the case of items with more than
Page 165 and 166:
Figure 12.1: Summed category probab
Page 167 and 168:
Table 12.1: Reliabilities for scale
Page 169 and 170:
Page 171 and 172:
Table 12.4: Item parameters for sca
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Table 12.9: Reliabilities for scale
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Students’ attitudes toward instit
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Table 12.17: Reliabilities for scal
Page 193 and 194:
Page 195 and 196:
Table 12.21: Factor loadings and re
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
In Question 19, teachers were asked
Page 203 and 204:
Page 205 and 206:
Figure 12.15: Confirmatory factor a
Page 207 and 208:
Page 209 and 210:
Teachers’ reports of teaching civ
Page 211 and 212:
Page 213 and 214: School questionnairePrincipals’ r
Page 215 and 216: Table 12.33: Item parameters for sc
Page 217 and 218: Principals’ reports on the local
Page 221 and 222: Principals’ reports on school cli
Page 227 and 228: Table 12.40: Reliabilities for scal
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
Page 243 and 244: Figure 12.28 shows the results of t
Page 245 and 246: In Question 4, students were asked
Page 253 and 254: Question 4 asked students to rate t
Page 257 and 258: Students’ perceptions of public s
Page 261 and 262: 260ICCS 2009 technical report
Page 263: Table 13.1: Numbers of sampling zon
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
Page 313 and 314: B.36. Sweden• Special needs schoo
Page 315 and 316:
B.38. Thailand• Special education
Page 317 and 318:
Table C1: Descriptions of cognitive
Page 319 and 320:
Table C1: Descriptions of cognitive
Page 321 and 322:
Table D.1: List of international an
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Table D.3: Years of further schooli
Page 333 and 334:
show all

ICCS 2009 Technical Report - IEA

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?