ICCS 2009 Technical Report - IEA

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Table 7.2: Weighted participation rates in the student surveySchool Participation Rate Student Overall Participation RateCountry Before After Participation Before Afterreplacement (%) replacement (%) Rate (%) replacement (%) replacement (%)Austria 82.0 90.1 92.4 75.8 83.2Belgium (Flemish) 74.4 94.8 96.7 71.9 91.7Bulgaria 99.1 100.0 95.4 94.5 95.4Chile 98.3 99.4 96.2 94.6 95.7Chinese Taipei 98.6 100 99.0 97.6 99.0Colombia 93.2 99.5 95.3 88.8 94.8Cyprus 100 100 93.4 93.4 93.4Czech Republic 82.8 96.0 88.4 73.2 84.9Denmark 53.1 84.6 91.7 48.7 77.6Dominican Republic 99.4 99.4 95.6 95.1 95.1England 51.6 78.5 93.8 48.4 73.6Estonia 96.8 99.3 89.9 87.0 89.3Finland 84.5 95.1 94.5 79.8 89.9Greece 91.1 98.7 96.1 87.5 94.9Guatemala 98.2 100 97.4 95.7 97.4Hong Kong SAR 42.1 50.7 97.0 40.8 49.2Indonesia 98.8 100 97.4 96.2 97.4Ireland 81.8 87.4 91.6 74.9 80.1Italy 93.2 100 96.6 90.0 96.6Korea, Republic of 100 100 98.6 98.6 98.6Latvia 85.8 93.4 90.9 78.0 84.9Liechtenstein 100 100 97.8 97.8 97.8Lithuania 99.4 99.9 94.1 93.5 94.0Luxembourg* 100 100 97.2 96.5 96.5Malta 100 100 93.9 93.9 93.9Mexico 97.8 97.8 94.5 92.4 92.4Netherlands 36.6 47.7 95.4 35.0 45.5New Zealand 80.8 84.3 91.9 74.2 77.4Norway 62.5 86.0 91.6 57.2 78.8Paraguay 95.3 99.4 96.3 91.8 95.8Poland 99.3 100 91.1 90.4 91.1Russian Federation 100 100 96.8 96.8 96.8Slovak Republic 87.1 97.8 96.3 83.9 94.1Slovenia 92.5 95.9 93.9 86.9 90.1Spain 97.1 98.7 91.9 89.2 90.7Sweden 94.7 99.0 93.9 89.0 93.0Switzerland 60.2 82.1 95.9 57.7 78.7Thailand 75.2 100 98.1 73.8 98.1Additional grade sampleGreece 89.6 97.5 93.6 83.9 91.2Norway 62.1 86.0 89.4 55.5 76.9Slovenia 92.2 95.9 93.2 85.9 89.3Sweden 95.3 99.4 92.9 88.6 92.4Note: * The weighted class participation rate in Luxembourg is 99.3 percent.SAMPLING WEIGHTS AND PARTICIPATION RATES79
The unweighted overall participation rate in the teacher survey before replacement can then becomputed as:UPRT overall_BR= UPRT schools_BRx UPRT teachersThe unweighted overall participation rate in the teacher survey after replacement can then becalculated as:UPRT overall_AR= UPRT schools_ARx UPRT teachersWeighted participation rates in the teacher surveyThe weighted school participation rate in the teacher survey before replacement was calculatedas follows:S S Sh i op l tfpWGTFAC1 hix WGTFAC2T hilx WGTADJ2T hilx WGTADJ3T hilWPRT schools_BR=S S S WGTFAC1 hix WGTADJ1T hix WGTFAC2T hilx WGTADJ2T hilx WGTADJ3T hilh i fp l tfpThe weighted school participation rate in the teacher survey after replacement is:S S Sh i fp l tfpWGTFAC1 hix WGTFAC2T hilx WGTADJ2T hilx WGTADJ3T hilWPRT schools_AR=S S Sh i fp l tfpWGTFAC1 hix WGTADJ1T hix WGTFAC2T hilx WGTADJ2T hilx WGTADJ3T hilThe weighted teacher participation rate is:WPRS teachers=S S Sh i fp l tfpS S Sh i fp l tfpWGTFAC1 hix WGFAC2T hilx WGTADJ3T hilWGTFAC1 hix WGTFAC2T hilx WGTADJ2T hilx WGTADJ3T hilThe weighted overall participation rate in the teacher survey before replacement is:WPRT overall_BR= WPRT schools_BRx WPRT teachersThe weighted overall participation rate in the teacher survey after replacement is:WPRT overall_AR= WPRT schools_ARx WPRT teachersTable 7.3 displays the unweighted participation rates of all countries in the ICCS teachersurvey, while Table 7.4 displays the weighted participation rates of all countries in the ICCSteacher survey.ICCS standards for sampling participationDespite each country’s efforts to achieve participation rates as close to 100 percent as possible,higher levels of non-response were evident in a number of participating countries. As iscustomary in IEA studies, ICCS established guidelines for reporting data for countries with lessthan full participation. Three categories for sampling participation were defined, and these wereapplied separately to the student and the teacher survey.Countries grouped in Category 1 met the ICCS sampling requirements. Countries in Category2 met these requirements only after the inclusion of replacement schools. Countries in Category3 failed to meet the ICCS sample participation requirements. During an ICCS samplingadjudication meeting in Hamburg (Germany) in December 2009, sampling referee Jean Dumaismade binding decisions as to which country would be grouped in which category.80 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
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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 and 74: Class non-response adjustment (WGTA
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Page 77 and 78: Calculating participation ratesFor
Page 79: Table 7.1: Unweighted participation
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
Page 125 and 126: Documentation and structure checkFo
Page 127 and 128: Filter questions, which appeared in
Page 129 and 130: 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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