ICCS 2009 Technical Report - IEA

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Table D.4 : Transformation parameters for international and regional questionnaire scales (means andstandard deviations of original IRT scores)International questionnaire scalesStudent QuestionnaireScale Mean SDATTCNT 0.011 1.526CITCON 0.003 1.166CITEFF -0.006 1.434CITSOC -0.003 1.571DEMVAL -0.022 1.356ELECPART -0.168 1.968ETHRGHT -0.151 2.052GENEQL -0.070 1.516ILLPROT 0.257 2.081IMMRGHT -0.035 1.695INFPART 0.010 2.043INPOLEF -0.002 1.732INTPOLS 0.009 2.122INTRUST -0.015 1.732LEGPROT 0.000 1.379OPDISC -0.005 1.164PARTCOM 0.260 1.060PARTSCHL 0.038 0.974POLDISC 0.056 1.287POLPART 0.020 1.882RELINF 0.168 2.324STUDINF -0.005 1.648STUTREL -0.020 1.674VALPARTS -0.022 1.548Teacher QuestionnaireScale Mean SDCONFTCH 0.014 1.159TCASSESS -0.031 1.438TCHACT 0.008 1.221TCHPART 0.182 1.299TCIVACT -0.004 1.464TCIVCONF 0.118 1.536TCLCLIM 0.193 3.030TSCPROB 0.020 1.757TSTCLACT -0.011 1.439TSTSBEH -0.109 2.570TSTUDACT 0.021 1.663TSTUDINF -0.017 1.737School QuestionnaireScale Mean SDCOMSOCT -0.013 1.448CSCPROB 0.008 1.716CSTUDBEH 1.032 2.793CSTUDINF -0.001 1.606NSCSBEL -0.928 2.502RESCOM -0.097 2.100SCAUTON 0.011 1.194SCPARACT -0.005 1.521SCSTUDOP 0.000 0.956SCTCPART 0.009 1.948SSCSBEL -0.216 2.591TSCSBEL -0.689 2.304Regional questionnaire scalesEuropean Regional QuestonnaireScale Mean SDEUIDENT 0.020 1.540EUPART 0.020 1.080EUROPP 0.010 1.380EUROCOM 0.010 1.160EUATLANG -0.030 1.740EURESTR 0.000 1.230EUMOVE -0.020 1.420EUCITOPP -0.010 2.140EUCOMPOL -0.010 1.310EURUNION 0.010 1.760EUCURR -0.070 1.940EUSIZE 0.010 1.500EUKNOW 0.000 1.860Asian Regional QuestionnaireScale Mean SDUNDEMGOV 0.004 1.651OBAUTH 0.091 2.160TRADCL 0.084 1.805LEGSYS -0.038 1.197CORRPUB 0.174 1.612MORALPOL 0.056 1.348ASIAID 0.017 1.919ASIACIT 0.097 1.363GUANXI 0.187 1.953Latin American Regional QuestionnaireScale Mean SDLAIDENT 0.029 1.175AUTGOV -0.025 1.196ATTCORR -0.026 1.445DISLAW -0.002 1.075ATTDIFF 0.011 1.528ATTVIOL -0.007 1.644EMPATH -0.108 1.810ABUSE -0.061 1.099SCHDISC 0.005 1.162Appendices331
332 <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 12.24 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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Table 13.4: Coefficients of missing
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During the multiple regression anal
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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
Page 331: Table D.3: Years of further schooli
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