ICCS 2009 Technical Report - IEA

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The weighted school participation rate in the student survey after replacement is:S S S Sh i fp j k sfpWGTFAC1 hix WGTFAC2S hijx WGTADJ2S hijx WGTADJ3 S hijkWPRS schools_AR=S S S Sh i fp j k sfpWGTFAC1 hix WGTADJ1S hix WGTFAC2S hijx WGTADJ2S hijx WGTADJ3S hijkThe weighted class participation rate is:S S S Sh i fp j k sfpWGTFAC1 hix WGTFAC2S hijx WGTADJ3S hijkWPRS classes=S S S Sh i fp j k sfpWGTFAC1 hix WGTFAC2S hijx WGTADJ2S hijx WGTADJ3S hijkThe weighted student participation rate is:S S S Sh i fp j k sfpWGTFAC1 hix WGTFAC2S hijx 1 hijkWPRS students=S S S Sh i fp j k sfpWGTFAC1 hix WGTFAC2S hijx WGTADJ3S hijkThe weighted overall participation rate in the student survey before replacement is:WPRS overall_BR= WPRS schools_BRx WPRS classesx WPRS studentsThe weighted overall participation rate in the student survey after replacement is:WPRS overall_AR= WPRS schools_ARx WPRS classesx WPRS studentsOverview of participation rates in the student surveyTable 7.1 displays the unweighted participation rates of all countries in the ICCS studentsurvey. Table 7.2 displays the weighted participation rates of all countries in the ICCS studentsurvey.Unweighted participation rates in the teacher surveyLet op, fp, and np be defined as above, such that the participation status now refers to theteacher survey instead of the student survey, and let n op , n fp , and n np be defined correspondingly.The unweighted school participation rate in the student survey before replacement can then becomputed as:UPRT schools_BR=n opnfp+ n npThe unweighted school participation rate in the student survey after replacement can then becalculated as:UPRT schools_AR=n fpnfp+ n npLet tfp be the set of eligible and participating teachers in schools that constitute fp, tnp be theset of eligible but non-participating teachers in schools that constitute fp, and let t tfp and t tnp bethe number of teachers in the respective groups. The unweighted teacher response rate can thenbe defined as:UPRT teachers=t tfpttfp+ t tnpSAMPLING WEIGHTS AND PARTICIPATION RATES77
Table 7.1: Unweighted participation rates in the student surveySchool Participation Rate Student Overall Participation RateCountry Before After Participation Before Afterreplacement (%) replacement (%) Rate (%) replacement (%) replacement (%)Austria 82.0 90.0 92.6 75.9 83.3Belgium (Flemish) 73.0 95.0 96.7 70.5 91.8Bulgaria 99.4 100 95.3 94.7 95.3Chile 97.8 99.4 96.3 94.1 95.8Chinese Taipei 98.7 100 99.0 97.7 99.0Colombia 93.9 99.5 95.5 89.7 95.0Cyprus 100 100 93.4 93.4 93.4Czech Republic 80.7 96.0 88.4 71.3 84.8Denmark 53.1 84.6 91.9 48.8 77.8Dominican Republic 99.3 99.3 95.2 94.5 94.5England 51.3 78.5 93.6 48.0 73.5Estonia 96.5 99.3 89.9 86.7 89.3Finland 84.3 95.1 94.6 79.8 90.0Greece 91.0 98.7 96.0 87.4 94.8Guatemala 98.6 100 97.4 96.1 97.4Hong Kong SAR 42.0 50.7 97.1 40.8 49.2Indonesia 99.3 100 97.3 96.6 97.3Ireland 82.3 87.8 91.5 75.4 80.4Italy 93.0 100 96.6 89.8 96.6Korea, Republic of 100 100 98.6 98.6 98.6Latvia 88.1 93.8 90.2 79.5 84.5Liechtenstein 100 100 97.8 97.8 97.8Lithuania 99.0 99.5 93.2 92.3 92.8Luxembourg* 100 100 97.3 97.0 97.0Malta 100 100 93.4 93.4 93.4Mexico 97.7 97.7 94.5 92.3 92.3Netherlands 35.9 47.2 95.4 34.3 45.0New Zealand 82.6 84.9 91.8 75.8 77.9Norway 63.3 86.0 91.7 58.1 78.9Paraguay 93.3 99.3 96.5 90.0 95.8Poland 99.3 100 90.9 90.3 90.9Russian Federation 100 100 96.6 96.6 96.6Slovak Republic 87.9 97.9 96.4 84.7 94.3Slovenia 91.8 95.9 93.6 85.9 89.7Spain 97.3 98.7 91.6 89.2 90.4Sweden 92.3 98.2 93.9 86.7 92.2Switzerland 60.4 83.4 96.2 58.1 80.2Thailand 73.8 100 98.2 72.5 98.2Additional grade sampleGreece 89.7 97.4 93.7 84.0 91.2Norway 62.7 86.0 89.3 55.9 76.8Slovenia 91.8 95.9 93.1 85.5 89.3Sweden 92.9 98.8 92.8 85.2 91.7Note: * The unweighted class participation rate in Luxembourg is 99.6 percent.78 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,
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Table 2.1: Test development process
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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
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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
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Page 77: Calculating participation ratesFor
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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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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
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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
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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
Page 125 and 126: Documentation and structure checkFo
Page 127 and 128: 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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332 ICCS 2009 technical report
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ICCS 2009 Technical Report - IEA

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