ICCS 2009 Technical Report - IEA

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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 VariablePARTCOM Civic partic. in the community—wle Derived scale Copy scale value Valid=0(Missing=median) Missing=1IS2G14G Participation—religious group 1. Yes, I have done this 2 Recode as per scoring Valid=0within the last 12 Missing=1months2. Yes, I have done this but 1 (Missing=median)more than a year ago3. No, I have never done 0thisPARTSCHL Students’ civic participation at school Derived scale Copy scale value Valid=0(Missing=mean) Missing=1OPDISC Students’ perceptions of openness in Derived scale Copy scale value Valid=0classroom discussions (Missing=mean) Missing=1IS2G16A Regular lesson—disagree openly 1. Never 0 Recode as per scoring Valid=02. Rarely 1 Missing=13. Sometimes 2 (Missing=median)4. Often 3STUDINF Students’ perceptions of influence on Derived scale Copy scale value Valid=0decisions about school (Missing=mean) Missing=1IS2G17G Opinion- 1. To a large extent 3 Recode as per scoring Valid=02. To a moderate extent 2 Missing=13. To a small extent 1 (Missing=median)4. Not at all 0STUTREL Students’ perceptions of student-teacher Derived scale Copy scale value Valid=0relations at school (Missing=mean) Missing=1IS2G18D Agree—outsider at school 1. Strongly agree 0 Recode as per scoring Valid=0IS2G18G Agree—bullied by other students 2. Agree 1 Missing=13. Disagree 2 (Missing=median)4. Strongly disagree 3VALPARTS Students’ perceptions of the value of Derived scale Copy scale value Valid=0participation at school (Missing=mean) Missing=1DEMVAL Students’ support for democratic values Derived scale Copy scale value Valid=0(Missing=mean) Missing=1Appendices321
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 VariableIS2P20B Democracy—government jobs 1. Strongly agree 3 (r=0) Recode as per scoring Valid=0IS2P20C Democracy—own all newspapers 2. Agree 2 (r=1) Missing=1IS2P20D Democracy—jail without trial (r) 3. Disagree 1 (r=2) (Missing=median)IS2P20G Democracy—check letter phone email (r) 4. Strongly disagree 0 (r=3)IS2P20J Democracy—protest never violentIS2P20K Democracy—differences in incomeIS2P20L Democracy—control media (r)CITCON Students’ perceptions of the importance Derived scale Copy scale value Valid=0of conventional citizenship (Missing=mean) Missing=1CITSOC Students’ perceptions of the importance Derived scale Copy scale value Valid=0of social movement related citizenship (Missing=mean) Missing=1IS2P21K Good citizen—working hard 1. Very important 3 Recode as per scoring Valid=0IS2P21L Good citizen—obeying laws 2. Quite important 2 Missing=13. Not very important 1 (Missing=median)4. Not important at all 0INTPOLS Students’ interest in politics and Derived scale Copy scale value Valid=0social issues (Missing=mean) Missing=1IS2P22F Interest—environmental issues 1. Very interested 3 Recode as per scoring Valid=0IS2P22G Interest—European politics 2. Quite interested 2 Missing=13. Not very interested 1 (Missing=median)4. Not interested at all 0INPOLEF Students’ sense of internal political Derived scale Copy scale value Valid=0efficacy (Missing=mean) Missing=1GENEQL Students’ attitudes towards gender Derived scale Copy scale value Valid=0equality (Missing=mean) Missing=1IS2P24G Gender rights—women raising children 1. Strongly agree 0 Recode as per scoring Valid=02. Agree 1 Missing=13. Disagree 2 (Missing=median)4. Strongly disagree 3ETHRGHT Students’ attitudes toward equal rights Derived scale Copy scale value Valid=0for all ethnic/racial groups (Missing=mean) Missing=1IMMGHT Students’ attitudes towards equal rights Derived scale Copy scale value Valid=0for immigrants (Missing=mean) Missing=1IS2P26F Immigrants—not many jobs restrict 1. Strongly agree 0 Recode as per scoring Valid=0immigration 2. Agree 1 Missing=13. Disagree 2 (Missing=median)4. Strongly disagree 3322 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
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The ICCS international report also
Page 271 and 272: The software package HLM 6.08 (Raud
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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 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
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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
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Page 331 and 332: Table D.3: Years of further schooli
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ICCS 2009 Technical Report - IEA

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