ICCS 2009 Technical Report - IEA

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• Phase 2: during this phase, revised material from the pilot was used to form the first draft ofthe field trial questionnaire, which the national centers then reviewed.• Phase 3: during this phase, the revised item material underwent a field trial in 32 of theparticipating countries.• Phase 4: this phase involved reviewing the results from the international field trial andmaking a final selection of main survey item material. This review was informed bydiscussions with international experts and national centers.Similar criteria as those for the student questionnaire (see previous section) were appliedduring selection of main-survey item material. Item selection involved consideration of theitems’ appropriateness for the national contexts in participating countries. Consideration wasalso given to existing differences between education systems and between schools within eachparticipating education system.The field trial teacher questionnaire consisted of 31 questions with a total of 203 items andwas administered to target-grade teachers in the schools selected for the field trial. Twenty-nineof these items were included in the international option for teachers of civic-related subjects.On average, the field trial teacher samples consisted of about 300 teachers in each participatingcountry.The analyses of the field trial data were designed to provide empirical evidence that wouldinform the selection of the main survey material. The items included in the main study wereselected in addition to and on the basis of the analyses of the field trial outcomes and thenational-center reviews.The final main survey teacher questionnaire consisted of 29 questions (181 items) and wasdivided into the following five sections:• General: these questions concerned teacher background characteristics.• The school: these questions focused on the school environment and issues related toparticipation in teaching and learning activities.• Civic and citizenship education at school: these questions asked teachers about the delivery ofcivic and citizenship education in their respective schools.• Teaching of civic and citizenship education: teachers were asked about subjects directly relatedto civic and citizenship education. This part of the teacher questionnaire was optional;participating ICCS countries could elect to include these questions.School questionnaire developmentThe school questionnaire was designed to collect information about the school context, thecontext of the local community where the school was located, and the opportunities thatschools offered to students with respect to participation in civic-related activities in the widercommunity.Factors related to the school context included school characteristics, such as school size andresources, school as a democratic learning environment, school autonomy, student, teacher,and parent participation in the running of the school, school climate and discipline, teachers’and students’ sense of belonging to the school, and the approaches to civic and citizenshipeducation adopted at the school level.Factors related to the local community context centered on resources available to students in thelocal area as well as issues pertaining to social tension within the local community and withinthe school.ICCS questionnaire development39
Some of the constructs measured through the school questionnaire were also assessed throughthe teacher questionnaire. The aim here was to collect data on the same issues from theperspectives of both teachers and school principals.The school questionnaire was designed to be completed by school principals. The questionsaddressed school characteristics as well as school principals’ perceptions of school processesthat are thought to influence students’ civic and citizenship education. The time needed tocomplete the questionnaire was about 30 minutes.The development and implementation of the school questionnaire was coordinated by ICCSresearchers at the LPS in liaison with members of the ISC. The development of this instrumentincluded extensive reviews by experts and national centers at different stages of the project.The questionnaire development process took place in four phases:• Phase 1: during this phase, the international project staff developed and reviewed the draftmaterial in cooperation with international experts. The first draft of the questionnaire,which was prepared in Italy, was preceded by interviews with selected school principals.• Phase 2: the second phase involved taking the first-draft material and shaping it, after areview by the national centers, into the first questionnaire draft.• Phase 3: during this phase, the draft material was administered to smaller samples ofschools that had agreed to participate in the international field trial, which was undertakenin 32 ICCS participating countries.• Phase 4: this final phase consisted of a review of field trial results. This formed the basisfor the final selection of main survey questions and items, a process that took place afterdiscussions with international experts and the national centers.Each of these phases saw the same criteria that were used to select material for the otherquestionnaires being used. During the process of instrument development, particular attentionwas paid to the appropriateness of questionnaire material for the large variety of nationalcontexts in participating countries as well as to existing differences between education systemsand between schools within each participating education system. This latter consideration wasparticularly relevant for those education systems that allow schools to exercise a comparativelyhigh level of autonomy in school curricula development and delivery.The questionnaire included 23 questions with a total of 133 items and was administered tothe principals of schools that were selected in the 32 ICCS countries that participated in thefield trial. In most countries, about 25 school principals provided responses to the field trialquestionnaire.The analyses of field trial data were designed to provide empirical evidence for assisting withthe selection of the main survey material. Given the relatively small number of responses ineach of the participating countries, the analyses that could be carried out with the field trialdata gathered with this instrument were somewhat limited in scope. The results of the schoolquestionnairefield trial were discussed with national coordinators and experts prior to the finalselection of item material for the main study. The revisions that were made after the field trialalso included a rewording of some of the items.The final school questionnaire, which consisted of 22 questions with a total of 133 items, wasdivided into the following five sections:• General: this section included questions about background characteristics of the schoolprincipals;40 ICCS 2009 technical report
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 and 32: Released test itemsTwo clusters of
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Page 35 and 36: • Civic identities, comprising tw
Page 37 and 38: The context of the wider community
Page 39: The international options offered t
Page 43 and 44: Discussion with national centers an
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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
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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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Page 85 and 86: Table 7.5: Categories into which co
Page 87 and 88: 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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Figure 12.3: Confirmatory factor an
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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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Table 12.12: Item parameters for sc
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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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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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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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B.20. Korea• Special education sc
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B.23. Lithuania• Special needs sc
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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.3: Years of further schooli
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332 ICCS 2009 technical report
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ICCS 2009 Technical Report - IEA

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