IEA International Civic and Citizenship Education Study 2016 Assessment Framework.

• Author: Schulz, Wolfram.
• TeilnehmendeR: Ainley, John.; Fraillon, Julian.; Losito, Bruno.; Agrusti, Gabriella.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2016.; Ã2016.
• Year of Publication: 2016
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (107 pages)

Table of 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.