ICCS 2009 Technical Report - IEA

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• The average class size in a country was so small that it was not possible to reach, throughselection of only 150 schools, the student sample size requirement of 3,000 students;• The NRC requested a sample-size increase in order to increase the amount of dataavailable for analysis.Because of non-participation, school closures, and inaccuracies in the school sampling frame,the achieved sample size of schools was smaller than the intended sample size in most of thecountries.In each sampled school, at least one classroom of the target grade was selected. In somecountries, more than one classroom was selected. This was done because:• The total number of schools in a country was so small that the student sample sizerequirements could not be met by selecting only one classroom per school;• The NRC had asked to select two classes to allow for class-level variance analysis;• Large sampling weight fluctuations would likely have otherwise occurred.Each country was required to have an achieved student sample size of 3,000 tested students.Because of non-response, school closures, decreasing student populations, or other reasons,some countries did not meet this requirement. The ICCS sampling team did not regard thisoutcome as problematic as long as the country met the overall participation rate requirements.Sample size in the teacher surveyThe school size requirements for the ICCS teacher survey were the same as those for thestudent survey. Within each selected school, a minimum intended teacher sample size of 15teachers was required. In schools with fewer than 15 teachers, all of the teachers were includedin the survey. If the number of eligible teachers was higher than 15, but fewer than or equalto 20, all teachers were selected to prevent a situation where only a few teachers were notincluded in the survey. ICCS did not specify a minimum achieved teacher sample size.Some NRCs requested all teachers in sampled schools who were teaching civic-related subjectsto be part of the national teacher sample. Other countries expressed the wish to select all homeclassteachers in a sampled school.The IEA Data Processing and Research Center (DPC) developed and provided the participatingcountries with specialized software called Windows ® Within-School Sampling Software (WinW3S)(IEA DPC, 2008). This gave countries the option of selecting defined groups of teachers withcertainty. In those countries that did choose this option, the overall number of teachers tosample in schools was systematically increased in order to prevent the remaining groups ofteachers from being under-represented in the sample.Overview of sample sizesTable 6.2 lists the intended and achieved school sample sizes, the achieved student sample sizes,and the achieved teacher sample sizes in the participating countries.School sampling designThe IEA DPC undertook the school sample selection for all of the ICCS countries. The DPCused as its general approach a stratified two-stage probability sampling design, in which theschools were selected systematically with probability proportional to size (PPS). The followingsubsections outline the school sample design for ICCS.sampling design and implementation63
Table 6.2: School, student, and teacher sample sizesStudent SurveyTeacher SurveyCountry Originally Participating Participating Participating ParticipatingSampled Schools schools students schools teachersAustria 150 135 3,385 75 999Belgium (Flemish) 160 151 2,968 135 1,630Bulgaria 175 158 3,257 158 1,850Chile 180 177 5,192 177 1,756Chinese Taipei 150 150 5,167 143 2,367Colombia 200 196 6,204 188 2,010Cyprus 68 68 3,194 66 906Czech Republic 150 144 4,630 147 1,599Denmark 240 193 4,508 113 928Dominican Republic 150 145 4,589 145 778England 160 124 2,916 118 1,505Estonia 150 140 2,743 133 1,863Finland 186 176 3,307 174 2,295Greece 155 153 3,153 98 1,271Guatemala 150 145 4,002 145 1,138Hong Kong SAR 150 76 2,902 101 1,446Indonesia 150 142 5,068 141 2,097Ireland 165 144 3,355 137 1,861Italy 172 172 3,366 168 3,023Korea, Republic of 150 150 5,254 148 2,340Latvia 160 150 2,761 146 2,077Liechtenstein 9 9 357 9 115Lithuania 200 199 3,902 199 2,774Luxembourg 31 31 4,852 24 290Malta 55 55 2,143 55 900Mexico 220 215 6,576 202 1,844Netherlands 150 67 1,964 22 236New Zealand 175 146 3,979 115 1,347Norway 150 129 3,013 73 492Paraguay 150 149 3,399 139 1,176Poland 150 150 3,249 150 2,081Russian Federation 210 210 4,295 210 3,081Slovak Republic 142 138 2,970 139 1,984Slovenia 170 163 3,070 164 2,755Spain 150 148 3,309 148 2,017Sweden 175 166 3,464 156 1,942Switzerland 187 156 2,924 144 1,571Thailand 150 149 5263 149 1,766Additional grade sampleGreece 155 151 3,009Norway 150 129 2,926Slovenia 170 163 3,042Sweden 175 167 3,51564 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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Page 21 and 22: ReferencesAmadeo, J., Torney-Purta,
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Page 25 and 26: PanelingPaneling is a team-based ap
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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 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
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Page 47 and 48: was that the test would focus on kn
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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
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Page 91 and 92: • The School Sampling Manual (ICC
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Page 97 and 98: Scoring the ICCS assessmentThe succ
Page 99 and 100: Quality control throughout the data
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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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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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