International civic and citizenship education study - iccs - IEA

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Civic and Citizenship Framework Overview Continuities between CIVED and ICCS Key conceptual continuities The overall model for CIVED is represented as an octagon that gives detail to the “nested context for young people’s thinking and action in the social environment” (Torney-Purta et al., 2001, p. 21). The detailed CIVED model is reproduced as Figure 1. The CIVED theoretical model places the individual student at its center, with the student influenced by “agents” of socialization. The model is based on the assumption that students’ “learning about citizenship” is not limited to teachers explicitly instructing young people about their rights and duties (Torney-Purta et al., 2001). Figure 1: Model of the IEA Civic Education Study (CIVED) Socio-Economic Stratification and Opportunity Structure By Gender, Ethnic or Language Group Immigration Status Religious Values and Institutions Political/Legal Processes, Institutions and Values Economic Processes, Institutions and Values PUBLIC DISCOURSE ABOUT GOALS AND VALUES Peer Group: In and out of Class Discourse Imformal Community: Youth Organizations; Work places Values related to Social Participation Individualism – Collectivism Power Distance or Hierarchy INDIVIDUAL STUDENT Formal Community: Political Leaders; Climate of Optimism School: Teachers; Intended Curriculum; Participation Opportunities Family: Parents; Siblings CARRIERS OF GOALS INTO ACTION Allies and Enemies – Country’s International Position Educational and Communication Media Processes, Institutions and Values Heroes, Symbols, and Narrative in National or Local Communities The ICCS assessment framework thus reflects the pivotal assertion of the CIVED model that the individual student exists as the central agent in their civic world, with both an influence on and being influenced by their multiple connections with their civic communities. Consequent to this is the assertion posited in CIVED, and further reflected by the ICCS assessment framework, that young people learn about civics and citizenship through their interactions with their multiple civic communities and not just through formal classroom instruction (Torney-Purta et al., 2001). Construct operationalization continuities The CIVED conceptual model was operationalized to collect student outcomes data, using a cognitive test and questionnaire instruments with a range of question types relating to civic and 12 ICCS ASSeSSment FrAmework
citizenship content in three domains. The three domains of the CIVED conceptual model of civics and citizenship are: • Domain I: Democracy/Citizenship • Domain II: National Identity/International Relations • Domain III: Social Cohesion/Diversity. A set of the secure CIVED trend cognitive items and items from some of the attitude and concept CIVED scales are included in the ICCS assessment instruments. Representing civics and citizenship in the ICCS assessment framework The ICCS assessment framework is organized around three dimensions: a content dimension specifying the subject matter to be assessed within civics and citizenship; an affectivebehavioral dimension that describes the types of student perceptions and activities that are measured; and a cognitive dimension that describes the thinking processes to be assessed. The four content domains in the ICCS assessment framework are: • Content Domain 1: Civic society and systems • Content Domain 2: Civic principles • Content Domain 3: Civic participation • Content Domain 4: Civic identities. It is important to distinguish the different types of student perceptions and behaviors relevant within the context of civics and citizenship. For this purpose, four affective-behavioral domains are identified in the ICCS assessment framework: • Affective-behavioral Domain 1: Value beliefs • Affective-behavioral Domain 2: Attitudes • Affective-behavioral Domain 3: Behavioral intentions • Affective-behavioral Domain 4: Behaviors. Similar to the domains within the assessment framework for TIMSS (Mullis, Martin, Ruddock, O’Sullivan, Aroa, & Erberber, 2005), the cognitive domains in the ICCS assessment framework define the cognitive processes assessed with test items. The two cognitive domains in the ICCS framework are: • Cognitive Domain 1: Knowing • Cognitive Domain 2: Reasoning and analyzing. Mapping assessment domains to the assessment instruments The ICCS assessment of the outcomes of civic and citizenship education comprises two instruments: • A student test measuring cognitive processes • A student questionnaire measuring perceptions and behaviors. The data from the cognitive test will be used to construct a scale of civic and citizenship knowledge and understandings as described by the two cognitive domains, and representing the substance of the four content domains. The data from the student questionnaire will be used to articulate perceptions constructs pertaining to the four affective-behavioral domains and relating to the substance of the four content domains. The amount and type of assessment information accessed by each instrument will vary across the four content domains. ICCS ASSeSSment FrAmework 13
Page 1 and 2: International Civic and Citizenship
Page 3 and 4: International Civic and Citizenship
Page 5 and 6: Contents Preface 5 Overview 7 Purpo
Page 7 and 8: Preface The International Associati
Page 9 and 10: Overview Purpose of the study The p
Page 11 and 12: Developments in the research of civ
Page 13: An important feature of ICCS is the
Page 17 and 18: Structure of the affective-behavior
Page 19 and 20: Civil institutions Civil institutio
Page 21 and 22: Content Domain 2: Civic principles
Page 23 and 24: Co-operation/ The concept that comm
Page 25 and 26: Students’ beliefs in citizenship
Page 27 and 28: Attitudes toward one’s nation: Th
Page 29 and 30: Civic and citizenship cognitive dom
Page 31 and 32: Table 1: Relationship between cogni
Page 33 and 34: The (single-headed) arrow between a
Page 35 and 36: To capture these basic differences,
Page 37 and 38: School questionnaire data on the co
Page 39 and 40: School characteristics and resource
Page 41 and 42: discipline. In addition, one option
Page 43 and 44: Student questionnaire data on the c
Page 45 and 46: Organisation, 1990), which in turn
Page 47 and 48: esponses can also be influenced by
Page 49 and 50: The coverage of framework domains T
Page 51 and 52: Reporting on the contextual scales
Page 53 and 54: References Almgren, E. (2006). Att
Page 55 and 56: Lauglo, J., & Øia, T. (2006). Educ
Page 57 and 58: Torney, J., Oppenheim, A. N., & Far
Page 59 and 60: The ICCS project advisory committee
Page 61 and 62: Luxembourg Joseph Britz Ministère
Page 63 and 64: Example Items 2 and 3 Example Items
Page 65 and 66:
Example Item 5 Example Item 5 is on
Page 67:
This document outlines the framewor
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