ICCS 2009 Technical Report - IEA

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ChileMarcela Ortiz GuerreroUnit of Curriculum and Evaluation, Ministry of EducationChinese TaipeiMeihui LiuDepartment of Education, Taiwan Normal UniversityColombiaMargarita PeñaColombian Institute for the Promotion of Higher Education (ICFES)CyprusMary KoutseliniDepartment of Education, University of CyprusCzech RepublicPetr SoukupInstitute for Information on EducationDenmarkJens BruunDepartment of Educational Anthropology, The Danish University of EducationDominican RepublicAncell SchekerMinistry of EducationEnglandJulie NelsonNational Foundation for Educational ResearchEstoniaAnu TootsTallinn UniversityFinlandPekka KupariFinnish Institute for Educational Research, University of JyväskyläGreeceGeorgia PolydoridesDepartment of Early Childhood Education, University of AthensGuatemalaLuisa Muller DuránSINEIE, Ministry of EducationHong Kong SARLee Wing-OnHong Kong Institute of EducationIndonesiaDiah HaryantiMinistry of National EducationIrelandJude CosgroveEducational Research Centre, St Patrick’s CollegeItalyGenny TerrinoniINVALSIAppendices283
Republic of KoreaTae-Jun KimKorean Educational Development Institute (KEDI)LatviaAndris KangroFaculty of Education and Psychology, University of LatviaLiechtensteinHorst BiedermannInstitute of Pedagogy, University of FreiburgLithuaniaZivile UrbieneNational Examination CenterLuxembourgJoseph BritzMinistry of National EducationRomain MartinUniversity of LuxembourgMaltaRaymond CamilleriDepartment of Planning and Development, Ministry of EducationMexicoMaría Concepción MedinaMinistry of EducationNetherlandsM. P. C. van der WerfGION, University of GroningenNew ZealandKate LangSharon CoxComparative Education Research Unit, Ministry of EducationNorwayRolf MikkelsenUniversity of OsloParaguayMirna VeraMinistry of EducationPolandKrzysztof KoselaInstitute of Sociology, University of WarsawRussiaPeter PologevetsInstitution for Education Reforms of the State University Higher School of EconomicsSlovak RepublicErvin StavaDepartment for International Measurements, National Institute for Certified EducationalMeasurements (NUCEM)284 <strong>ICCS</strong> <strong>2009</strong> 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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50 ICCS 2009 technical report
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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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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
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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 249 and 250: Figure 12.30: Confirmatory factor a
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 and 282: SummaryThe jackknife repeated repli
Page 283: Staff at the IEA Data Processing an
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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