- Page 5 and 6: School sampling design 63Within-sch
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- Page 9 and 10: Table 9.9: Numbers of NRC responses
- Page 11 and 12: Table 12.37: Item parameters for sc
- Page 13 and 14: Figure 12.7: Confirmatory factor an
- Page 15 and 16: Table B.21.1: Allocation of student
- Page 17 and 18: ICCS collected data from more than
- Page 19 and 20: • A 30-minute school questionnair
- Page 21 and 22: ReferencesAmadeo, J., Torney-Purta,
- Page 23 and 24: Table 2.1: Test development process
- Page 25 and 26: PanelingPaneling is a team-based ap
- Page 27 and 28: Development of constructed-response
- Page 29 and 30: Table 2.6: Field trial item mapping
- Page 31: Released test itemsTwo clusters of
- Page 35 and 36: • Civic identities, comprising tw
- Page 37 and 38: The context of the wider community
- Page 39 and 40: The international options offered t
- Page 41 and 42: Some of the constructs measured thr
- Page 43 and 44: Discussion with national centers an
- Page 45 and 46: 44ICCS 2009 technical report
- Page 47 and 48: was that the test would focus on kn
- Page 49 and 50: Asian questionnaire developmentThe
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- Page 53 and 54: Of these, the survey instruments (c
- Page 55 and 56: Adaptation of the instrumentsIn the
- Page 57 and 58: International translation verifiers
- Page 59 and 60: Quality control monitor reviewIEA h
- Page 61 and 62: Teacher target populationICCS defin
- Page 63 and 64: Table 6.1: Population coverage and
- Page 65 and 66: Table 6.2: School, student, and tea
- Page 67 and 68: The team next selected a sample fro
- Page 69 and 70: Systematic sampling was used for se
- Page 71 and 72: In a small number of countries, the
- Page 73 and 74: Class non-response adjustment (WGTA
- Page 75 and 76: Teacher non-response adjustment (WG
- Page 77 and 78: Calculating participation ratesFor
- Page 79 and 80: Table 7.1: Unweighted participation
- Page 81 and 82: 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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88ICCS 2009 technical report
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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 9.5: Percentages of IQCM resp
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Table 9.7: 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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Figure 12.3: Confirmatory factor an
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Table 12.4: Item parameters for sca
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Figure 12.4: Confirmatory factor an
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Table 12.6: Item parameters for sca
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Table 12.8: Item parameters for sca
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Table 12.9: Reliabilities for scale
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Figure 12.7: Confirmatory factor an
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Table 12.12: Item parameters for sc
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Students’ attitudes toward instit
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Figure 12.9: Confirmatory factor an
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Table 12.16: Item parameters for sc
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Table 12.17: Reliabilities for scal
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Table 12.19: Reliabilities for scal
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Table 12.21: Factor loadings and re
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Table 12.22: Reliabilities for scal
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Table 12.24: Reliabilities for scal
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In Question 19, teachers were asked
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Table 12.26: Reliabilities for scal
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Figure 12.15: Confirmatory factor a
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Table 12.29: Item parameters for sc
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Teachers’ reports of teaching civ
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Table 12.31: Item parameters for sc
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School questionnairePrincipals’ r
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Table 12.33: Item parameters for sc
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Principals’ reports on the local
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Table 12.35: Item parameters for sc
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Principals’ reports on school cli
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Table 12.37: Item parameters for sc
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Table 12.39: Item parameters for sc
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Table 12.40: Reliabilities for scal
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Table 12.42: Reliabilities for scal
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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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Table 12.47: Item parameters for sc
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Table 12.48: Reliabilities for scal
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All of the items associated with Qu
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Table 12.50: Reliabilities for scal
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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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Table 12.56: Reliabilities for scal
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Figure 12.30: Confirmatory factor a
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Figure 12.31: Confirmatory factor a
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Question 4 asked students to rate t
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Table 12.63: Item parameters for sc
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Students’ perceptions of public s
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Figure 12.34: Confirmatory factor a
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260ICCS 2009 technical report
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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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Table 13.4: Coefficients of missing
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During the multiple regression anal
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Table 13.6: Coefficients of missing
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Table 13.7: Coefficients of missing
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SummaryThe jackknife repeated repli
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Staff at the IEA Data Processing an
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Republic of KoreaTae-Jun KimKorean
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Appendix B: Characteristics of nati
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Table B.3: Allocation of student sa
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B.6. Colombia• Night schools, wee
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Table B.8.2: Allocation of teacher
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B.12. Estonia• Schools for adults
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B.14. Greece• Night schools and s
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Table B.17.2: Allocation of teacher
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B.20. Korea• Special education sc
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B.23. Lithuania• Special needs sc
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Table B.26.2: Allocation of teacher
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Table B.29.1: Allocation of student
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Table B.32: Allocation of student s
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B.34. Slovenia• Dislocated units
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B.36. Sweden• Special needs schoo
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B.38. Thailand• Special education
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Table C1: Descriptions of cognitive
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Table C1: Descriptions of cognitive
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Table D.1: List of international an
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Table D.1: List of international an
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Table D.1: List of international an
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Table D.1: List of international an
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Table D.1: List of international an
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Table D.3: Years of further schooli
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332 ICCS 2009 technical report