ICCS 2009 Technical Report - IEA

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Chapter 4:The development of regionalinstrumentsDavid Kerr, Wolfram Schulz, and Julian FraillonIntroductionAs described in the first chapter, ICCS included regional modules for Europe, Latin America,and Asia. Thirty-five of the 38 countries that participated in ICCS opted to be involved inthese regional modules. Twenty-four countries participated in the European module, six inthe Latin American module, and five countries in the Asian module. Regional instrumentswere developed for each module and were administered to students after they had completedthe international assessment. These instruments were designed to address aspects of civic andcitizenship education specific to each region. The results of these additional data collections arereported in a series of regional reports (Fraillon, Ainley, & Schulz, forthcoming; Kerr, Sturman,Schulz, & Burge, 2010; Schulz, Ainley, Friedman, & Lietz, 2011).This chapter describes the development of the three regional-module instruments, namely:• The European regional instrument: this consisted of a 12-minute cognitive test and a17-minute region-specific questionnaire (29 minutes total);• The Latin American regional instrument: this consisted of a 15-minute cognitive test and a15-minute region-specific questionnaire (30 minutes total);• The Asian regional instrument: this comprised a 15-minute region-specific questionnaire.The ICCS assessment framework (Schulz, Fraillon, Ainley, Losito, & Kerr, 2008) provided areference point for the development of the regional modules. The international study center(ISC) and its associated partner institutions worked with national centers and experts from thethree regions to identify aspects that were deemed relevant within each region and thereforeappropriate for inclusion in the assessment. The instrument development involved collaborativeeffort among staff of the national centers as well as experts from the respective regions.European test and questionnaire developmentThe European regional instrument, consisting of a European cognitive test and a Europeanquestionnaire, were developed from a regional framework that was linked to the internationalframework but also identified elements considered pertinent to the region.The regional framework was drawn up by ICCS researchers, who began the process byidentifying potential elements for inclusion from a review of existing developments andmapping these against the ICCS assessment framework. This process of identification andmapping was informed by contributions from individual European countries as well as fromcross-national European groups. The regional framework helpfully identified the knowledge,attitudes/values, and competencies to be investigated through the regional instrument inaddition to the aspects already measured within the international instruments. ICCS researchersthen discussed this framework and mapping in a series of meetings with European nationalresearch coordinators (NRCs).These meetings between the ICCS researchers and European NRCs led to decisions about thescope and focus of the regional instrument. It was decided that the regional student assessmentwould consist of two components—a cognitive test and a questionnaire. Another decision1 Norway and the Russian Federation decided not to participate in the European module, although their representativeswere involved in preliminary discussions about the module. There was no suitable regional module in which New Zealandcould participate.45
was that the test would focus on knowledge of the European Union (EU) and its policies,institutions, practices, and processes, including the euro currency. Meanwhile, the questionnairewould concentrate on five specific regional issues considered to be of high importance:European citizenship and identity; intercultural relations in Europe; free movement of citizensin Europe; European political policies, institutions, and participation; and European languagelearning.The development of the European instrument was a collaborative effort undertaken under thesupervision of ICCS researchers at the National Foundation for Educational Research (NFER,UK) in liaison with the ISC. It also involved NRCs, cross-national European groups, andscholars in the field. The development process consisted of four interrelated phases:• Writing the regional test and questionnaire items: this writing was informed by the ICCSassessment framework and included small-scale pilots in a number of participatingcountries as well as extensive ongoing consultations with the NRCs and rigorous reviewsby expert consultants.• Implementation of an international field trial that included the regional instrument and took place in20 participating countries in the region: collection of data from smaller samples of students,schools, and teachers occurred during this phase.• Further writing, rewriting, and trialing of the regional test items: this writing was informed by thefield trial analysis and included review by expert consultants, a small-scale pilot in someparticipating countries, and consultation and feedback from the national centers.• Final revision of the regional test and questionnaire items: this work was undertaken by ICCSresearchers at NFER working in liaison with the ISC and expert consultants. It wasinformed by the field trial analysis and results, the small-scale pilot of test items, andfurther feedback from the national centers.The ICCS regional field trial instrument comprised 32 cognitive test items and 101questionnaire items, with an assessment time of 10 minutes for the regional test and 20 minutesfor the regional questionnaire. The psychometric properties of the item material were thenreviewed against analyses of the field trial data collected via the regional instrument from the20 European ICCS countries.The final item selection for the cognitive and questionnaire material was carried out incollaboration with the NRCs from the 24 countries participating in the regional module. Theselection and ordering of items on the empirical evidence from the field trial and a furthersmall-scale pilot of test items as well as consideration of the balance of elements and theirrelationship to the ICCS assessment framework.The final regional instrument used in the ICCS main survey saw the retention of 20 cognitiveitems and 83 questionnaire items. The regional module had an overall stipulated assessmenttime of 29 minutes, consisting of 12 minutes for the regional test and 17 minutes for theregional questionnaire.The final European instrument addressed the following region-specific cognitive and affectivebehavioralaspects:• Students’ knowledge of facts about the European Union (EU) and its institutions, aboutEU laws and policies, and about the euro currency;• Students’ perceptions of European identity;• Students’ reports of engagement in activities related to Europe;• Students’ attitudes toward learning of European languages;46 ICCS 2009 technical report
Page 5 and 6: School sampling design 63Within-sch
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Page 21 and 22: ReferencesAmadeo, J., Torney-Purta,
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Page 35 and 36: • Civic identities, comprising tw
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Page 49 and 50: Asian questionnaire developmentThe
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Page 91 and 92: • The School Sampling Manual (ICC
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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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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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