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 VariableINTRUST Students’ trust in civic institutions Derived scale Copy scale value Valid=0(Missing=mean) Missing=1IS2P27G Trust institutions—the media 1. Completely 3 Recode as per scoring Valid=0IS2P27H Trust institutions—the armed forces 2. Quite a lot 2 Missing=1IS2P27I Trust institutions—schools 3. A little 1 (Missing=median)IS2P27J Trust institutions—the United Nations 4. Not at all 0IS2P27K Trust institutions—peopleIS2P27L Trust institutions—European CommissionIS2P27M Trust institutions—European ParliamentIS2P27N Trust institutions— govtATTCNT Students’ attitudes toward their country Derived scale Copy scale value Valid=0(Missing=mean) Missing=1IS2P28E Agree—prefer live in other country 1. Strongly agree 0 Recode as per scoring Valid=02. Agree 1 Missing=13. Disagree 2 (Missing=median)4. Strongly disagree 3SUPPART Students’ support for political parties Derived index Copy index value Valid=0(Missing=median) Missing=1CITEFF Students’ citizenship self-efficacy Derived scale Copy scale value Valid=0(Missing=mean) Missing=1LEGPROT Students’ expected participation in future Derived scale Copy scale value Valid=0legal protest (Missing=mean) Missing=1ILLPROT Students’ expected participation in future Derived scale Copy scale value Valid=0illegal protest (Missing=mean) Missing=1ELECPART Students’ expected adult electoral Derived scale Copy scale value Valid=0participation (Missing=mean) Missing=1POLPART Students’ expected adult participation in Derived scale Copy scale value Valid=0political activities (Missing=mean) Missing=1IS2P32H Adult—vote in 1. I will certainly do this 3 Recode as per scoring Valid=0IS2P32I Adult—vote in European elections 2. I will probably do this 2 Missing=13. I will probably not do this 1 (Missing=median)4. I will certainly not do this 0INFPART Students’ expected future informal Derived scale Copy scale value Valid=0political participation (Missing=mean) Missing=1Appendices323
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 VariableIS2P33A Expect—volunteer time 1. I will certainly do this 3 Recode as per scoring Valid=02. I will probably do this 2 Missing=13. I will probably not do this 1 (Missing=median)4. I will certainly not do this 0IS2P34N Students’ religion 1. No religion 0 Length of dummy code varies across Valid=02. [A] 1 countries; first option is reference Missing=13. [B] 1 category4. [C] 1 (Missing=median)5. [D] 16. Other religion 1IS2P35 Religious practices 1. Never 1 Recode as per scoring Valid=02. Less than once a year 2 Missing=13. At least once a year 3 (Missing=1)4. At least once a month 45. At least once a week 5RELINF Students’ attitudes toward the influence Derived scale Copy scale value Valid=0of religion on society (Missing=mean) Missing=1IS2P36F Agree—religion no longer relevant 1. Strongly agree 0 Recode as per scoring Valid=02. Agree 1 Missing=13. Disagree 2 (Missing=median)4. Strongly disagree 3European Regional QuestionnaireEUIDENT Students’ sense of European identity Derived scale Copy scale value Valid=0(Missing=mean) Missing=1ES2P01B Identity—first Europe then 1. Strongly agree 3 Recode as per scoring Valid=0ES2P01G Identity—feel part of the European Union 2. Agree 2 Missing=1ES2P01H Identityvproud member European Union 3. Disagree 1 (Missing=median)ES2P01I Identity—more part of Europe as 4. Strongly disagree 0EUPART Students’ participation in activities or Derived scale Copy scale value Valid=0groups at the European level (Missing=mean) Missing=1ES2P02E Participation—info about Euro country 1. Yes, I have done this within the last 2 Recode as per scoring Valid=012 months Missing=1ES2P02J Participation—by 2. Yes, I have done this but more than 1 (Missing=median)a year ago3. No, I have never done this 0324 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
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The software package HLM 6.08 (Raud
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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
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
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Page 331 and 332: Table D.3: Years of further schooli
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