ICCS 2009 Technical Report - IEA

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Appendix D: Tables with coding informationTable D.1: List of international and regional student-level conditioning variables for ICCS 2009Variable Variable Label Response Options ScoringInternational Student QuestionnaireConditioning VariablesScaling Variable Missing VariableAGE Age of student Imputed from year Copy value Valid=0and month (Missing=mean) Missing=1IS2G02 Gender 1. girl 1 Copy value Valid=02. boy 0 (Missing=0) Missing=1IS2G02BN Student’s ethnic background 1. Dummy coding for national Valid=0options; first option is reference Missing=12. category3. 4. SISCED Which of the following do you expect to complete? 2. 3 countries; first option is reference Missing=13. 2 category4. 15. I do not expect to 0 (Missing=1)complete IS2G04AN Student’s country of birth 1. 1 Length of dummy code varies across Valid=0countries; first option is reference Missing=1IS2G04BN Mother’s country of birth 2. 0 categoryIS2G04CN Father’s country of birth 3. 0 (Missing=1)4. 0IS2G05N Language used at home 1. 1 Length of dummy code varies across Valid=02. 0 countries; first option is reference Missing=13. 0 category4. 0 (Missing=1)MSEI Mother’s occupational status ISEI score Copy value Valid=0(Missing=mean) Missing=1MISCED 1. Length of dummy code varies across Valid=02. countries; first option is reference Missing=13. category4. 5. (Missing=1)6. She did not complete>Appendices319
Table D.1: List of international and regional student-level conditioning variables for ICCS 2009 (contd.)Variable Variable Label Response Options ScoringConditioning VariablesScaling Variable Missing VariableFSEI Father’s occupational status ISEI score Copy value Valid=0Missing=1(Missing=mean)FISCED 1. Length of dummy code varies across Valid=02. countries; first option is reference Missing=13. category4. 5. (Missing=1)6. She did not completeIS2G10A Interest – mother 1. Very interested 3 Recode as per scoring Valid=0IS2G10B Interest – father 2. Quite interested 2 Missing=13. Not very interested 1 (Missing=median)4. Not interested at all 0IS2G11 Books at home 1. 0–10 books 0 Recode as per scoring Valid=02. 11–25 books 1 Missing=13. 26–100 books 2 (Missing=median)4. 101–200 books 35. 201–500 books 46. More than 500 books 5FAMSTRUC Family structure Derived index Dummy coding for FAMSTRUC Valid=0variable; first option is reference Missing=1categoryIS2G12A Activities—television videos or DVDs 1. No time 0 Recode as per scoring Valid=0IS2G12B Activities—homework study for school 2. Fewer than 30 minutes 1 Missing=1IS2G12C Activities—computer or internet 3. About 30–60 minutes 2 (Missing=median)IS2G12D Activities—reading for enjoyment 4. About 1–2 hours 3IS2G12E Activities—talk friends phone internet 5. More than 2 hours 4IS2G12F Activities—spend time with friendsPOLDISC Discussion of pol. and soc. issues – wle Derived scale Copy scale value Valid=0(Missing=median) Missing=1IS2G13B Activities—watching the news on TV 1. Never or hardly ever 0 Recode as per scoring Valid=0IS2G13C Activities—reading newspaper 2. Monthly (at least once a 1 Missing=1month) (Missing=median)IS2G13E Activities—using the internet 3. Weekly (at least once a 2week)IS2G13H Activities—special interest group 4. Daily or almost daily 3320 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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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 12.24 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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Question 4 asked students to rate t
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Students’ perceptions of public s
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Table 13.1: Numbers of sampling zon
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Table 13.2: Example of computation
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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
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Page 281 and 282: SummaryThe jackknife repeated repli
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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: Table C1: Descriptions of cognitive
Page 323 and 324: Table D.1: List of international an
Page 331 and 332: Table D.3: Years of further schooli
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