ICCS 2009 Technical Report - IEA

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Table B.13.1: Allocation of student sample in FinlandSchool Participation Status—Student SurveyParticipating SchoolsExplicit Strata Total IneligibleNon-ParticipatingSampled Schools Schools Sampled First Second Schoolsreplacement replacementSouthern Finland— 9 0 8 1 0 0ruralSouthern Finland— 76 0 59 11 0 6semi-urban or urbanWestern Finland— rural 9 0 8 0 0 1Western Finland— 34 0 30 4 0 0semi-urban or urbanEastern Finland—rural 10 0 9 1 0 0Eastern Finland— 13 1 11 1 0 0semi-urban or urbanNorthern Finland— 8 0 7 1 0 0ruralNorthern Finland— 17 0 16 0 0 1semi-urban or urbanSwedish speaking— 2 0 2 0 0 0ruralSwedish speaking— 8 0 6 1 0 1semi-urban or urbanTotal 186 1 156 20 0 9Table B.13.2: Allocation of teacher sample in FinlandSchool Participation Status—Teacher SurveyExplicit StrataParticipating SchoolsTotal IneligibleNon-ParticipatingSampled Schools Schools Sampled First Second Schoolsreplacement replacementSouthern Finland— 9 0 8 1 0 0ruralSouthern Finland— 76 0 59 10 0 7semi-urban or urbanWestern Finland—rural 9 0 8 0 0 1Western Finland— 34 0 30 4 0 0semi-urban or urbanEastern Finland—rural 10 0 9 1 0 0Eastern Finland— 13 1 11 1 0 0semi-urban or urbanNorthern Finland— 8 0 7 1 0 0ruralNorthern Finland— 17 0 15 0 0 2semi-urban or urbanSwedish speaking— 2 0 2 0 0 0ruralSwedish speaking— 8 0 6 1 0 1semi-urban or urbanTotal 186 1 155 19 0 11Note: Two schools were regarded as non-participating because the within-school participation rate was below 50%.Appendices295
B.14. Greece• Night schools and schools for children with special needs were excluded at the schoollevel.• Explicit stratification was performed by school type (public, private) and school locationwithin the “public” stratum, resulting in nine explicit strata.• Implicit stratification was carried out by region (12 regions), giving a total of 54 implicitstrata.• Unapproved teacher sampling procedures made it necessary to remove Greece from theteacher survey.Table B.14: Allocation of student sample in GreeceSchool Participation Status—Student SurveyParticipating SchoolsExplicit Strata Total IneligibleNon-ParticipatingSampled Schools Schools Sampled First Second Schoolsreplacement replacementPublic—Athens Center 12 0 11 0 0 1and Piraeus CenterPublic—Athens North 19 0 16 2 1 0East and South EastPublic—Athens West 16 0 15 1 0 0Public—Thessaloniki 12 0 10 2 0 0Public—very large 12 0 12 0 0 0townsPublic—large towns 22 0 21 1 0 0Public—small towns 40 0 37 2 0 1Public—rural 14 0 13 1 0 0communitiesPrivate 8 0 6 1 1 0Total 155 0 141 10 2 2B.15. Guatemala• Very small schools (fewer than five students in the target grade) and schools that follow aninternational calendar were excluded at the school level.• Explicit stratification was performed using the results of a mathematics and readingevaluation conducted in 2006, resulting in five explicit strata.• Implicit stratification was applied by sector (cooperative, private, public) and urbanization(rural, urban), giving a total of 30 implicit strata.Table B.15: Allocation of student sample and teacher sample in GuatemalaSchool Participation Status—Student Survey and Teacher SurveyParticipating SchoolsExplicit Strata Total IneligibleNon-ParticipatingSampled Schools Schools Sampled First Second Schoolsreplacement replacementPerformance Group 1 30 1 29 0 0 0Performance Group 2 30 0 29 1 0 0Performance Group 3 30 0 30 0 0 0Performance Group 4 30 1 28 1 0 0Performance unknown 30 3 27 0 0 0Total 150 5 143 2 0 0296 <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
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Figure 12.24 shows the results of t
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All of the items associated with Qu
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Figure 12.28 shows the results of t
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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 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: B.12. Estonia• Schools for adults
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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ICCS 2009 Technical Report - IEA

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