ICCS 2009 Technical Report - IEA

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Final student weight (TOTWGTS)The final student weight of each student k in class j of school i in stratum h is the product ofthe five student-weight components:TOTWGTS hijk= WGTFAC1 hix WGTADJ1S hix WGTFAC2S hijx WGTADJ2S hix WGTADJ3S hijkNote that ICCS has no student base weight component such as WGTFAC3S. Because allstudents were selected for the study as soon as their classroom was selected, their within-classselection probability was 1, which means that the within-class student weight was 1 for allstudents in the ICCS study.Calculating teacher weightsSchool base weight (WGTFAC1)Because ICCS sampled the same schools for the student survey and the teacher survey, theschool base weight of the teacher survey was identical to the school base weight of the studentsurvey.School non-response adjustment (WGTADJ1T)A school non-response adjustment for the teacher study was calculated in the same way asthe student non-response adjustment. Because schools could be regarded as participating inthe student survey but not in the teacher survey, and vice versa, the school non-participationadjustment potentially differed with respect to student data and to teacher data from the sameschool. To account for non-responding schools in the sample, a school weight adjustment forthe teacher survey was calculated as follows for each school i:s,enWGTADJ1T hi= hp–tch nhwhere n hs,eis again the number of sampled eligible schools and n hp–tchis the number ofparticipating schools in the teacher survey in stratum h.Teacher base weight (WGTFAC2T)In each school, teachers were randomly selected by the software WinW3S using a systematicrandom sampling method. However, in some countries, national centers chose to include allteachers of subjects related to civic and citizenship education or all home-room teachers in theteacher sample. In the following, those teachers that the country school coordinators identifiedfor selection with certainty are referred to as certainty teachers and the remaining teachers (usuallythe majority) as non-certainty teachers.The teacher base weight for each teacher l was calculated as:1 for certainty teacherscertTWGTFAC2T hil= hi– T his cert for non-certainty teacherst hi– T hiwhere T hiis the total number of teachers, T hicertis the number of certainty teachers, and t hisis thenumber of sampled teachers (certainty or not) in school i in stratum h.SAMPLING WEIGHTS AND PARTICIPATION RATES73
Teacher non-response adjustment (WGTADJ2T)The non-response adjustment was performed separately for certainty teachers and for samplednon-certainty teachers by computing the adjustment for each teacher l as:WGTADJ2T hil=t his,e–certt hip–certt his,e–noncertt hip–noncertfor certainty teachersfor non-certainty teacherss,e–cert p–certwhere t hiis the number of sampled eligible certainty teachers, t hiis the number ofs,e–noncertparticipating certainty teachers, t hiis the number of sampled non-certainty teachers, andp–noncertt hiis the number of participating non-certainty teachers in school i in stratum h. In thecontext of teacher weight adjustment, teachers were regarded as eligible if they did not leavethe school after teacher sampling.If one of the adjustment cells (i.e., certainty teachers or non-certainty teachers) was empty in aschool (e.g., if no certainty teachers participated in a school), the two adjustment cells withinthat school were combined and the adjustment was then calculated for all teachers at schoollevel. If no certainty teachers participated, but some non-certainty teachers did, the adjustmentfor the participating non-certainty teachers was:WGTADJ2T hil= t s,e–noncert e–certx WGTFAC2Thihi+ t hipt hix WGTFAC2T hiwith t hipbeing the number of participating teachers (all non-certainty), t his,e–noncertbeing the numberof eligible sampled non-certainty teachers, and T hie–certbeing the number of eligible certaintyteachers in school i in stratum h. In the standard case, where all sampled teachers within aschool were eligible for ICCS, the formula was simplified as follows:WGTADJ2T hil=T hit hipx WGTFAC2T hiIn situations where no non-certainty teachers participated, but some certainty teachers did, theabove formulas were adapted accordingly.As for students, in some instances a gender-specific adjustment for teachers was calculated. Foreach country, the percentage of non-responding male and non-responding female teachers wascompared. If the absolute difference in response rates between male and female teachers didnot exceed three percent in a country’s unweighted data, then for all schools in that countrythe adjustment for teacher non-response was performed inside each group of certainty/noncertaintyteachers, as described above. If the difference exceeded three percent, the teachernon-response adjustment for all schools in the country was calculated for each teacher l withinthe school-certainty gender-adjustment cells as follows:WGTADJ2T hil=t his,e–malet hip–malet his,e–femalet hip–female,for participating male teachers, for participating female teachersHere, within school i in explicit stratum h, t his,e–maleand t his,e–femaleare the numbers of eligible sampledmale and female teachers, respectively, and t hip–maleand t hip–femaleare the corresponding numbersof participants in each gender group. If one of these gender cells did not contain a valid74 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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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,
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 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
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: Class non-response adjustment (WGTA
Page 77 and 78: Calculating participation ratesFor
Page 79 and 80: Table 7.1: Unweighted participation
Page 81 and 82: The unweighted overall participatio
Page 83 and 84: Table 7.4: Weighted participation r
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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Page 91 and 92: • The School Sampling Manual (ICC
Page 93 and 94: School coordinators were required t
Page 95 and 96: For countries administering the sch
Page 97 and 98: Scoring the ICCS assessmentThe succ
Page 99 and 100: Quality control throughout the data
Page 101 and 102: Table 8.3: Weighted percentages of
Page 103 and 104: ICCS International Study Center (20
Page 105 and 106: They received an overview of the st
Page 107 and 108: Survey administration activities du
Page 109 and 110: Table 9.3: Percentages of IQCM resp
Page 115 and 116: Table 9.9: Numbers of NRC responses
Page 117 and 118: Table 9.12: Numbers of NRC response
Page 119 and 120: The majority of countries used the
Page 121 and 122: ReferencesICCS International Study
Page 123 and 124: 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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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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