ICCS 2009 Technical Report - IEA

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AppendicesAppendix A: Organizations and individuals involved in ICCSThe international study center and its partner institutionsThe international study center is located at the Australian Council for Educational Research(ACER) and serves as the international study center for ICCS. Center staff at ACER wereresponsible for designing and implementing the study in close co-operation with the center’spartner institutions NFER (National Foundation for Educational Research, Slough, UnitedKingdom) and LPS (Laboratorio di Pedagogia Sperimentale at the Roma Tre University, Rome,Italy) as well as the IEA Data Processing and Research Center (DPC) and the IEA Secretariat.Staff at ACERJohn Ainley, project coordinatorWolfram Schulz, research directorJulian Fraillon, coordinator of test developmentTim Friedman, project researcherNaoko Tabata, project researcherMaurice Walker, project researcherEva Van De Gaer, project researcherAnna-Kristin Albers, project researcherCorrie Kirchhoff, project researcherPaul Fabian, project researcherRenee Chow, data analystLouise Wenn, data analystStaff at NFERDavid Kerr, associate research directorJoana Lopes, project researcherLinda Sturman, project researcherJo Morrison, data analystStaff at LPSBruno Losito, associate research directorGabriella Agrusti, project researcherElisa Caponera, project researcherPaola Mirti, project researcherInternational Association for the Evaluation of Educational Achievement (IEA)IEA provides overall support in coordinating ICCS. The IEA Secretariat in Amsterdam, theNetherlands, is responsible for membership, translation verification, and quality controlmonitoring. The IEA Data Processing and Research Center (DPC) in Hamburg, Germany, ismainly responsible for sampling procedures and the processing of ICCS data.Staff at the IEA SecretariatHans Wagemaker, executive directorBarbara Malak, manager membership relationsPaulína Koršňáková, senior administrative officerJur Hartenberg, financial managerAppendices281
Staff at the IEA Data Processing and Research Center (DPC)Heiko Sibberns, co-directorDirk Hastedt, co-directorFalk Brese, ICCS coordinatorMichael Jung, researcherOlaf Zuehlke, researcher (sampling)Caroline Vandenplas, researcher (sampling)Sabine Meinck, researcher (sampling)Eugenio Gonzalez, consultant to the Latin American regional moduleICCS project advisory committee (PAC)PAC has, from the beginning of the project, advised the international study center and itspartner institutions during regular meetings.PAC membersJohn Ainley (chair), ACER, AustraliaBarbara Malak, IEA SecretariatHeiko Sibberns, IEA Technical Executive GroupJohn Annette, University of London, United KingdomLeonor Cariola, Ministry of Education, ChileHenk Dekker, University of Leiden, the NetherlandsBryony Hoskins, Center for Research on Lifelong Learning, European CommissionRosario Jaramillo, Ministry of Education, Colombia (2006–2008)Margarita Peña, Colombian Institute for the Promotion of Higher Education (2008–2010)Judith Torney-Purta, University of Maryland, United StatesLee Wing-On, Hong Kong Institute of Education, Hong Kong SARChristian Monseur, University of Liège, BelgiumOther project consultantsAletta Grisay, University of Liège, BelgiumIsabel Menezes, Porto University, PortugalBarbara Fratczak-Rudnicka, Warsaw University, PolandICCS sampling refereeJean Dumais from Statistics Canada in Ottawa was the sampling referee for ICCS. He providedinvaluable advice on all sampling-related aspects of the study.National research coordinators (NRCs)The national research coordinators (NRCs) played a crucial role in the development of theproject. They provided policy- and content-oriented advice on the development of theinstruments and were responsible for implementing ICCS in the participating countries.AustriaGünther OgrisSORA Institute for Social Research and Analysis, Ogris & Hofinger GmbHBelgium (Flemish)Saskia de GroofCenter of Sociology, Research Group TOR, Free University of BrusselsBulgariaSvetla PetrovaCenter for Control and Assessment of Quality in Education, Ministry of Education and Science282 ICCS 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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School questionnairePrincipals’ r
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Principals’ reports on the local
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Principals’ reports on school cli
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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 235 and 236: Table 12.47: Item parameters for sc
Page 237 and 238: Table 12.48: Reliabilities for scal
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 255 and 256: Table 12.63: Item parameters for sc
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: SummaryThe jackknife repeated repli
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 331 and 332: Table D.3: Years of further schooli
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