ICCS 2009 Technical Report - IEA

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identification codes (see section on “Linking” below), give a school measure of size (MOS),and provide the name of each school as well as school contact information.• Class listing form: this form was created in WinW3S for each sampled school and then sentto the school coordinators for completion. The school coordinators listed the eligibletarget-grade classes in the participating schools and provided details about these classes,such as the number of students, “stream” or study program (if applicable), and exclusionstatus (in case complete classes comprised only students with physical or mental disabilitiesor non-native-language speakers).• Student listing form: this form was also created in WinW3S and sent to each school’sschool coordinator for him or her to complete prior to test administration. The schoolcoordinators listed the eligible target-grade students in the sampled classes of theparticipating schools. They also provided details about the students, such as their names(if country regulations allowed national centers to give out names), birth month andyear, gender, exclusion status (for students with physical or mental disabilities or nonnative-languagespeakers), and the language of the assessment they would be using (incase the national center provided different language versions of the test booklets andquestionnaires).• Student tracking form: this form, also created in WinW3S, was sent to the schools withstudents’ test booklets and questionnaires for completion by the test administrators duringtest administration. The test administrators used this form to verify the assignment ofassessment instruments to students and to indicate student participation and use of surplusinstruments.• Teacher listing form: this form was created in WinW3S and sent to the schools forcompletion by the school coordinator prior to test administration. The school coordinatorslisted the eligible target-grade teachers of the participating schools and provided detailsabout these teachers, such as their names (if country regulations allowed for names to besent to the national center), birth month and year, gender, and indication as to whether theteacher needed to be sampled with certainty. (The latter provided national centers with theoption of increasing the teacher sample by selecting all target-grade teachers of subjectsrelated to civic and citizenship education.)• Teacher tracking form: this form was created in WinW3S and sent, with the teacherquestionnaires, to the school coordinators. The school coordinators used this form toindicate the completion and return status of the teacher questionnaires.Contacting schools and sampling classesOnce NRCs had obtained a list of the schools sampled for ICCS (for more information onsampling procedures, refer to Chapter 6 of this report), it was important for the ongoing successof the study that the NRCs and the national centers established good working relationshipswith these schools. NRCs were responsible for contacting the schools and encouraging themto take part in the assessment, a process that often involved obtaining support from national orregional educational authorities, depending on the national context.In cooperation with school principals, national centers identified and trained schoolcoordinators for all participating schools. The school coordinator could be a teacher orguidance counselor in the school. In cases where the school coordinator also acted as the testadministrator at the school, he or she was not allowed to be a teacher of the sampled class. Insome cases, national centers appointed one of their own members to fill this role. Often thisperson was responsible for several schools in an area. Each school coordinator received a copyof the ICCS School Coordinator Manual. This described the coordinators’ responsibilities in detailand encouraged these individuals to contact the NRC if they had any questions.ICCS SURVEY OPERATIONS PROCEDURES91
School coordinators were required to provide all specified information about their respectiveschools, coordinate the date, time, and place for testing, obtain parental permission (ifnecessary), liaise with the test administrator to coordinate the test session, distribute teacherand school questionnaires, and coordinate completion of the student tracking forms andteacher tracking forms. School coordinators also ensured that all assessment materials had beenreceived, were kept secure at all times, and were returned to the national center after the testadministration.National centers sent a class listing form to each school coordinator and asked him or her toprovide information on all the eligible target-grade classes in the school. Using this information,the national centers sampled classes within the schools. Intact classes were sampled in order toensure that every student in the school was in only one class (course) and that no student waslisted in more than one class. Ensuring that there was no overlap was a necessary requirementfor obtaining a random sample of classes that was representative of all target-grade students atthe school.Figure 8.1 presents the major activities conducted by the national centers when workingwith schools to sample classes, to track schools, teachers, and students, and to prepare for testadministration.Figure 8.1: Procedures for working with schools to prepare for test administrationNational CenterSchoolsContacting and Tracking Schools• Contact sampled schools• Get started in WinW3S (complete project informationand import school files)• Complete/adapt school information• Record school participation• Print and send class listing formsClass Sampling and Tracking• Enter school information from class listing forms• Enter teacher information from class listing forms• Enter class information from class listing forms• Sample classes• Print and send teacher listing forms• Print and send student listing formsTeacher Sampling; Student and Teacher Tracking• Enter teacher information from teacher listing forms• Sample teachers• Enter student information from student listing forms• Assign test booklets and questionnaires to students• Print teacher listing forms• Print student listing forms• Print test instrument labels• Send tracking forms and labeled test instuments toschoolsList all classes in the grade to be tested andspecify number of teachers in that gradeList teacher information on teacher listing formsand student information on student listing formsTEST ADMINISTRATION92 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
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• Civic identities, comprising tw
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The context of the wider community
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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 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: • The School Sampling Manual (ICC
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
Page 137 and 138: Table 11.3: Gender DIF estimates fo
Page 139 and 140: Table 11.4 shows the percentages of
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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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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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