ICCS 2009 Technical Report - IEA

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Table 7.3: Unweighted participation rates in the teacher surveySchool Participation Rate Teacher Overall Participation RateCountry Before After Participation Before Afterreplacement (%) replacement (%) Rate (%) replacement (%) replacement (%)Austria 44.7 50.0 73.6 32.9 36.8Belgium (Flemish) 64.8 84.9 82.4 53.4 69.9Bulgaria 99.4 100.0 98.9 98.3 98.9Chile 97.8 99.4 97.2 95.0 96.7Chinese Taipei 94.0 95.3 98.6 92.7 94.0Colombia 89.8 95.4 91.0 81.7 86.8Cyprus 97.1 97.1 91.0 88.3 88.3Czech Republic 82.0 98.0 94.7 77.6 92.8Denmark 26.3 49.6 82.1 21.6 40.7Dominican Republic 99.3 99.3 94.5 93.9 93.9England 48.7 74.7 89.6 43.7 66.9Estonia 91.5 94.3 94.2 86.2 88.9Finland 83.8 94.1 90.1 75.5 84.7Greece n.a. n.a. n.a. n.a. n.a.Guatemala 98.6 100.0 99.1 97.8 99.1Hong Kong SAR 50.0 67.3 94.9 47.4 63.9Indonesia 98.6 99.3 91.6 90.3 90.9Ireland 78.0 83.5 87.5 68.3 73.1Italy 91.3 97.7 97.9 89.4 95.6Korea, Republic of 98.7 98.7 99.7 98.4 98.4Latvia 86.9 91.3 92.3 80.2 84.2Liechtenstein 100.0 100.0 91.3 91.3 91.3Lithuania 99.0 99.5 94.4 93.4 93.9Luxembourg 77.4 77.4 81.9 63.4 63.4Malta 100.0 100.0 98.5 98.5 98.5Mexico 91.8 91.8 89.6 82.3 82.3Netherlands 4.9 7.2 66.5 3.3 4.8New Zealand 63.4 65.7 87.2 55.3 57.3Norway 35.3 48.7 74.8 26.4 36.4Paraguay 87.3 92.7 83.1 72.5 77.0Poland 99.3 100.0 97.2 96.5 97.2Russian Federation 100.0 100.0 99.7 99.7 99.7Slovak Republic 88.7 98.6 99.2 88.0 97.8Slovenia 92.4 96.5 91.6 84.6 88.4Spain 97.3 98.7 96.2 93.7 94.9Sweden 87.6 92.3 82.2 72.0 75.9Switzerland 56.1 77.0 86.2 48.4 66.4Thailand 73.8 100.0 99.9 73.7 99.9SAMPLING WEIGHTS AND PARTICIPATION RATES81
Table 7.4: Weighted participation rates in the teacher surveySchool Participation Rate Teacher Overall Participation RateCountry Before After Participation Before Afterreplacement (%) replacement (%) Rate (%) replacement (%) replacement (%)Austria 44.5 49.2 73.8 32.8 36.3Belgium (Flemish) 65.5 84.9 81.2 53.2 68.9Bulgaria 98.9 100 99.2 98.2 99.2Chile 89.7 99.5 97.7 96.4 97.2Chinese Taipei 94.1 95.1 98.6 92.8 93.8Colombia 87.8 95.6 92.3 81.1 88.2Cyprus 97.1 97.1 91.0 88.3 88.3Czech Republic 84.1 98.0 94.7 79.6 92.8Denmark 24.8 49.6 83.8 20.8 41.5Dominican Republic 98.9 98.9 95.4 94.3 94.3England 49.7 74.7 89.3 44.4 66.7Estonia 91.4 94.6 93.9 85.8 88.8Finland 84.6 94.0 90.2 76.3 84.8Greece n.a. n.a. n.a. n.a. n.a.Guatemala 97.1 100 99.0 96.1 99.0Hong Kong SAR 49.7 67.2 95.8 47.6 64.3Indonesia 98.7 99.3 89.8 88.7 89.2Ireland 79.0 84.6 87.0 68.8 73.6Italy 90.6 97.7 97.8 88.6 95.6Korea, Republic of 98.7 98.7 99.7 98.5 98.5Latvia 83.9 90.0 92.5 77.5 83.2Liechtenstein 100 100 92.2 92.2 92.2Lithuania 98.7 99.8 93.3 92.1 93.1Luxembourg 77.4 77.4 79.9 61.8 61.8Malta 100 100 98.9 98.9 98.9Mexico 92.3 92.3 89.4 82.4 82.4Netherlands n.a. n.a. n.a. n.a. n.a.New Zealand 63.0 65.5 87.7 55.2 57.4Norway 37.4 48.6 72.9 27.3 35.4Paraguay 87.1 93.2 85.3 74.3 79.5Poland 99.5 100 96.2 95.8 96.2Russian Federation 100 100 99.8 99.8 99.8Slovak Republic 87.0 98.5 99.3 86.4 97.8Slovenia 92.9 96.5 91.7 85.2 88.4Spain 98.0 98.8 96.7 94.7 95.5Sweden 89.3 92.5 82.7 73.9 76.4Switzerland 56.4 75.3 85.2 48.0 64.2Thailand 70.5 100 99.9 70.4 99.982 <strong>ICCS</strong> <strong>2009</strong> 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
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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
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Page 71 and 72: In a small number of countries, the
Page 73 and 74: Class non-response adjustment (WGTA
Page 75 and 76: Teacher non-response adjustment (WG
Page 77 and 78: Calculating participation ratesFor
Page 79 and 80: Table 7.1: Unweighted participation
Page 81: The unweighted overall participatio
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
Page 131 and 132: 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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