ICCS 2009 Technical Report - IEA

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Table 7.6: Categories into which countries were placed with respect to teacher sampling participation ratesCategory 1: Satisfactory sampling participation rate without the use of replacementschoolsIn order to be placed in this category, a country had to have:• An unweighted school response rate without replacement of at least 85 percent (after roundingto the nearest whole percentage point) and an unweighted teacher response rate (afterrounding) of at least 85 percentor• A weighted school response rate without replacement of at least 85 percent (after rounding tothe nearest whole percentage point) and a weighted teacher response rate (after rounding) ofat least 85 percentor• The product of the (unrounded) weighted school response rate without replacement and the(unrounded) weighted teacher response rate was at least 75 percent (after rounding to thenearest whole percentage point).Category 2: Satisfactory sampling participation rate only when replacement schools wereincludedA country was placed in Category 2 if:• It failed to meet the requirements for Category 1 but had either an unweighted or a weightedschool response rate without replacement of at least 50 percent (after rounding to the nearestwhole percentage point)and had either• An unweighted school response rate with replacement of at least 85 percent (after rounding tothe nearest whole percentage point) and an unweighted teacher response rate (after rounding)of at least 85 percentor• A weighted school response rate with replacement of at least 85 percent (after rounding to thenearest whole percentage point) and a weighted teacher response rate (after rounding) of atleast 85 percentor• The product of the (unrounded) weighted school response rate with replacement and the(unrounded) weighted teacher response rate was at least 75 percent (after rounding to thenearest whole percentage point).Category 3: Unacceptable sampling response rate even when replacement schools wereincludedCountries that could provide documentation showing that they complied with ICCS samplingprocedures but did not meet the requirements for Category 1 or Category 2 were placed inCategory 3.SAMPLING WEIGHTS AND PARTICIPATION RATES85
Table 7.7: Participation by country in the student and teacher surveysCountry Student Survey Teacher SurveyAustria 1 3Belgium (Flemish) 2 3Bulgaria 1 1Chile 1 1Chinese Taipei 1 1Colombia 1 1Cyprus 1 1Czech Republic 2 1Denmark 2 3Dominican Republic 1 1England 2* 3Estonia 1 1Finland 1 1Greece 1 -Guatemala 1 1Hong Kong SAR 3 3Indonesia 1 1Ireland 1 2*Italy 1 1Korea, Republic of 1 1Latvia 1 1Liechtenstein 1 1Lithuania 1 1Luxembourg* 1 3Malta 1 1Mexico 1 1Netherlands 3 -New Zealand 2 3Norway 2 3Paraguay 1 1Poland 1 1Russian Federation 1 1Slovak Republic 1 1Slovenia 1 1Spain 1 1Sweden 1 2Switzerland 2 3Thailand 2 2Additional grade sampleGreece 1Norway 2Slovenia 1Sweden 1Note: *nearly satisfied guidelines for sample participation after replacement schools were included.86 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
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Table 2.6: Field trial item mapping
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Released test itemsTwo clusters of
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32 ICCS 2009 technical report
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
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 and 82: The unweighted overall participatio
Page 83 and 84: Table 7.4: Weighted participation r
Page 85: Table 7.5: Categories into which co
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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
Page 133 and 134: Table 11.1: Item total-score correl
Page 135 and 136: 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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