ICCS 2009 Technical Report - IEA

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B.16. Hong Kong, SAR• International schools were excluded at the school level.• Explicit stratification was performed by finance type (government, aided/caput, directsubsidy scheme), resulting in three explicit strata.• Implicit stratification was applied by ability (high ability, middle ability, low ability), andregion (Hong Kong Island, Kowloon, New Territories), giving a total of 25 implicit strata.Table B.16.1: Allocation of student sample in Hong Kong, SARSchool Participation Status—Student SurveyParticipating SchoolsExplicit Strata Total IneligibleNon-ParticipatingSampled Schools Schools Sampled First Second Schoolsreplacement replacementGovernment 10 0 9 0 0 1Aided/caput 125 0 46 11 1 67Direct subsidy scheme 15 0 8 1 0 6Total 150 0 63 12 1 74Table B.16.2: Allocation of teacher sample in Hong Kong, SARSchool Participation Status—Teacher SurveyParticipating SchoolsExplicit Strata Total IneligibleNon-ParticipatingSampled Schools Schools Sampled First Second Schoolsreplacement replacementGovernment 10 0 9 0 0 1Aided/caput 125 0 58 17 8 42Direct subsidy scheme 15 0 8 1 0 6Total 150 0 75 18 8 49Note: Two schools were regarded as non-participating because the within-school participation rate was below 50%.B.17. Indonesia• Schools in Papua and West Papua and very small schools (fewer than 10 students in thetarget grade) were excluded at the school level.• No explicit stratification was performed.• Implicit stratification was applied by school type (junior high, Islamic junior high), schoolauthority (public, private), and national examination score (high performance, mediumperformance, low performance), giving a total of 12 implicit strata.Table B.17.1: Allocation of student sample in IndonesiaSchool Participation Status—Student SurveyParticipating SchoolsExplicit Strata Total IneligibleNon-ParticipatingSampled Schools Schools Sampled First Second Schoolsreplacement replacementNone 150 8 141 1 0 0Total 150 8 141 1 0 0Appendices297
Table B.17.2: Allocation of teacher sample in IndonesiaSchool Participation Status—Teacher SurveyParticipating SchoolsExplicit Strata Total IneligibleNon-ParticipatingSampled Schools Schools Sampled First Second Schoolsreplacement replacementNone 150 8 140 1 0 1Total 150 8 140 1 0 1Note: One school was regarded as non-participating because the within-school participation rate was below 50%.B.18. Ireland• Schools located on islands (geographically) were excluded at the school level.• Explicit stratification was performed by school size (≤ 40 students, 41–80 students, 81–170 students, ≥ 171 students) and school sector (community/comprehensive, secondary,vocational), resulting in 10 explicit strata.• Implicit stratification was applied by SES (in highest SES quarter, in second-highest SESquarter, in third-highest SES quarter, in lowest SES quarter) and gender within all strataexcept “≥ 171 students” (0% female, 1–45% female, 46–99% female, 100% female),giving a total of 93 implicit strata.• Two classrooms were sampled in large schools (MOS >170); one classroom was sampledin all other schools.• Schools in the “≥ 171 students” stratum were sampled with equal probabilities.Table B.18.1: Allocation of student sample in IrelandSchool Participation Status—Student SurveyParticipating SchoolsExplicit Strata Total IneligibleNon-ParticipatingSampled Schools Schools Sampled First Second Schoolsreplacement replacement≤ 40 students— 2 0 2 0 0 0community/comprehensive≤ 40 students— 4 0 3 1 0 0secondary≤ 40 students— 6 0 6 0 0 0vocational41–80 students— 4 0 4 0 0 0community/comprehensive41–80 students— 25 0 19 0 3 3secondary41–80 students— 13 0 12 0 0 1vocational81–170 students— 20 0 18 0 0 2community/comprehensive81–170 students— 62 0 49 1 2 10secondary81–170 students— 19 0 15 1 1 2vocational≥ 171 students 10 1 7 0 0 2Total 165 1 135 3 6 20298 <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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In Question 4, students were asked
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Page 263 and 264: Table 13.1: Numbers of sampling zon
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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: 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 305 and 306: Table B.26.2: Allocation of teacher
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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