IEA International Civic and Citizenship Education Study 2016 Assessment Framework.
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Place / Publishing House: | Cham : : Springer International Publishing AG,, 2016. Ã2016. |
Year of Publication: | 2016 |
Edition: | 1st ed. |
Language: | English |
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Physical Description: | 1 online resource (107 pages) |
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Schulz, Wolfram. IEA International Civic and Citizenship Education Study 2016 Assessment Framework. 1st ed. Cham : Springer International Publishing AG, 2016. Ã2016. 1 online resource (107 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Intro -- Foreword -- Contents -- Overview -- 1.1 Purpose of the study -- 1.2 Study background -- 1.3 Recent developments and persisting challenges -- 1.4 Broadening the scope of ICCS -- 1.5 Research questions -- 1.6 Study design -- 1.7 Characteristics and structure of the assessment frame work -- 2 Civic and Citizenship Framework -- 2.1 Defining civics and citizenship -- 2.1.1 The scope of civics and citizenship in ICCS 2016 -- 2.1.2 The representation of civics and citizenship in the framework -- 2.1.3 Mapping assessment domains to the assessment instruments -- 2.2 Civic and citizenship content domains -- 2.2.1 Structures and key terms in the ICCS 2016 assessment framework -- 2.3 Civic and citizenship content domains -- 2.3.1 Content domain 1: Civic society and systems -- 2.3.2 Content domain 2: Civic principles -- 2.3.3 Content domain 3: Civic participation -- 2.3.4 Content domain 4: Civic identities -- 2.4 Civic and citizenship cognitive domains -- 2.4.1 Cognitive domain 1: Knowing -- 2.4.2 Cognitive domain 2: Reasoning and applying -- 2.5 Civic and citizenship affective-behavioral domains -- 2.5.1 Affective-behavioral domain 1: Attitudes -- 2.5.2 Affective-behavioral domain 2: Engagement -- 2.6 Mapping items to domains -- 3 Contextual Framework -- 3.1 Contexts for civic and citizenship education -- 3.2 The context of the wider community -- 3.2.1 The context of the educational system -- 3.2.2 The context of the local community and school-community relationships -- 3.3 The contexts of schools and classrooms -- 3.3.1 School contexts and characteristics -- 3.3.2 Teacher background and their perceptions of schools and classrooms -- 3.3.3 Student perceptions of the context of schools and classrooms -- 3.4 The home and peer context -- 3.5 Student characteristics -- 4 Assessment Design -- 4.1 Thet ICCS 2016 instruments -- 4.2 Item types. 4.3 Coverage of framework domains -- 4.4 The ICCS 2016 test design and the described achievement scale -- 4.5 Questionnaire scales -- 5 References -- 6 Appendices -- 6.1 Appendix A: Institutions and staff -- International study center -- International Association for the Evaluation of Educational Achievement (IEA) -- ICCS 2016 project advisory committee (PAC) -- ICCS 2016 National Research Coordinators (NRCs) -- 6.2 Appendix B: Described proficiency levels -- 6.3 Appendix C: Example test items. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Ainley, John. Fraillon, Julian. Losito, Bruno. Agrusti, Gabriella. Print version: Schulz, Wolfram IEA International Civic and Citizenship Education Study 2016 Assessment Framework Cham : Springer International Publishing AG,c2016 9783319393568 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6422741 Click to View |
language |
English |
format |
eBook |
author |
Schulz, Wolfram. |
spellingShingle |
Schulz, Wolfram. IEA International Civic and Citizenship Education Study 2016 Assessment Framework. Intro -- Foreword -- Contents -- Overview -- 1.1 Purpose of the study -- 1.2 Study background -- 1.3 Recent developments and persisting challenges -- 1.4 Broadening the scope of ICCS -- 1.5 Research questions -- 1.6 Study design -- 1.7 Characteristics and structure of the assessment frame work -- 2 Civic and Citizenship Framework -- 2.1 Defining civics and citizenship -- 2.1.1 The scope of civics and citizenship in ICCS 2016 -- 2.1.2 The representation of civics and citizenship in the framework -- 2.1.3 Mapping assessment domains to the assessment instruments -- 2.2 Civic and citizenship content domains -- 2.2.1 Structures and key terms in the ICCS 2016 assessment framework -- 2.3 Civic and citizenship content domains -- 2.3.1 Content domain 1: Civic society and systems -- 2.3.2 Content domain 2: Civic principles -- 2.3.3 Content domain 3: Civic participation -- 2.3.4 Content domain 4: Civic identities -- 2.4 Civic and citizenship cognitive domains -- 2.4.1 Cognitive domain 1: Knowing -- 2.4.2 Cognitive domain 2: Reasoning and applying -- 2.5 Civic and citizenship affective-behavioral domains -- 2.5.1 Affective-behavioral domain 1: Attitudes -- 2.5.2 Affective-behavioral domain 2: Engagement -- 2.6 Mapping items to domains -- 3 Contextual Framework -- 3.1 Contexts for civic and citizenship education -- 3.2 The context of the wider community -- 3.2.1 The context of the educational system -- 3.2.2 The context of the local community and school-community relationships -- 3.3 The contexts of schools and classrooms -- 3.3.1 School contexts and characteristics -- 3.3.2 Teacher background and their perceptions of schools and classrooms -- 3.3.3 Student perceptions of the context of schools and classrooms -- 3.4 The home and peer context -- 3.5 Student characteristics -- 4 Assessment Design -- 4.1 Thet ICCS 2016 instruments -- 4.2 Item types. 4.3 Coverage of framework domains -- 4.4 The ICCS 2016 test design and the described achievement scale -- 4.5 Questionnaire scales -- 5 References -- 6 Appendices -- 6.1 Appendix A: Institutions and staff -- International study center -- International Association for the Evaluation of Educational Achievement (IEA) -- ICCS 2016 project advisory committee (PAC) -- ICCS 2016 National Research Coordinators (NRCs) -- 6.2 Appendix B: Described proficiency levels -- 6.3 Appendix C: Example test items. |
author_facet |
Schulz, Wolfram. Ainley, John. Fraillon, Julian. Losito, Bruno. Agrusti, Gabriella. |
author_variant |
w s ws |
author2 |
Ainley, John. Fraillon, Julian. Losito, Bruno. Agrusti, Gabriella. |
author2_variant |
j a ja j f jf b l bl g a ga |
author2_role |
TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR |
author_sort |
Schulz, Wolfram. |
title |
IEA International Civic and Citizenship Education Study 2016 Assessment Framework. |
title_full |
IEA International Civic and Citizenship Education Study 2016 Assessment Framework. |
title_fullStr |
IEA International Civic and Citizenship Education Study 2016 Assessment Framework. |
title_full_unstemmed |
IEA International Civic and Citizenship Education Study 2016 Assessment Framework. |
title_auth |
IEA International Civic and Citizenship Education Study 2016 Assessment Framework. |
title_new |
IEA International Civic and Citizenship Education Study 2016 Assessment Framework. |
title_sort |
iea international civic and citizenship education study 2016 assessment framework. |
publisher |
Springer International Publishing AG, |
publishDate |
2016 |
physical |
1 online resource (107 pages) |
edition |
1st ed. |
contents |
Intro -- Foreword -- Contents -- Overview -- 1.1 Purpose of the study -- 1.2 Study background -- 1.3 Recent developments and persisting challenges -- 1.4 Broadening the scope of ICCS -- 1.5 Research questions -- 1.6 Study design -- 1.7 Characteristics and structure of the assessment frame work -- 2 Civic and Citizenship Framework -- 2.1 Defining civics and citizenship -- 2.1.1 The scope of civics and citizenship in ICCS 2016 -- 2.1.2 The representation of civics and citizenship in the framework -- 2.1.3 Mapping assessment domains to the assessment instruments -- 2.2 Civic and citizenship content domains -- 2.2.1 Structures and key terms in the ICCS 2016 assessment framework -- 2.3 Civic and citizenship content domains -- 2.3.1 Content domain 1: Civic society and systems -- 2.3.2 Content domain 2: Civic principles -- 2.3.3 Content domain 3: Civic participation -- 2.3.4 Content domain 4: Civic identities -- 2.4 Civic and citizenship cognitive domains -- 2.4.1 Cognitive domain 1: Knowing -- 2.4.2 Cognitive domain 2: Reasoning and applying -- 2.5 Civic and citizenship affective-behavioral domains -- 2.5.1 Affective-behavioral domain 1: Attitudes -- 2.5.2 Affective-behavioral domain 2: Engagement -- 2.6 Mapping items to domains -- 3 Contextual Framework -- 3.1 Contexts for civic and citizenship education -- 3.2 The context of the wider community -- 3.2.1 The context of the educational system -- 3.2.2 The context of the local community and school-community relationships -- 3.3 The contexts of schools and classrooms -- 3.3.1 School contexts and characteristics -- 3.3.2 Teacher background and their perceptions of schools and classrooms -- 3.3.3 Student perceptions of the context of schools and classrooms -- 3.4 The home and peer context -- 3.5 Student characteristics -- 4 Assessment Design -- 4.1 Thet ICCS 2016 instruments -- 4.2 Item types. 4.3 Coverage of framework domains -- 4.4 The ICCS 2016 test design and the described achievement scale -- 4.5 Questionnaire scales -- 5 References -- 6 Appendices -- 6.1 Appendix A: Institutions and staff -- International study center -- International Association for the Evaluation of Educational Achievement (IEA) -- ICCS 2016 project advisory committee (PAC) -- ICCS 2016 National Research Coordinators (NRCs) -- 6.2 Appendix B: Described proficiency levels -- 6.3 Appendix C: Example test items. |
isbn |
9783319393575 9783319393568 |
callnumber-first |
L - Education |
callnumber-subject |
L - General Education |
callnumber-label |
L1-991 |
callnumber-sort |
L 11 3991 |
genre |
Electronic books. |
genre_facet |
Electronic books. |
url |
https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6422741 |
illustrated |
Not Illustrated |
oclc_num |
1096653189 |
work_keys_str_mv |
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