International civic and citizenship education study - iccs - IEA

More documents

Recommendations

Info

APPENDIX B: SAMPLE TEST ITEMS Example Item 1 Example Item 1 is an adaptation of an item used in the ICCS field trial. This item accesses: • Content Domain 1: Civic Society and Systems o Sub-domain: State institutions • Aspect: Legislatures/parliaments o Key concept: Voting/franchise. • Cognitive Domain 1: Knowing o Process: Describe E1 Which people are allowed to vote in a country’s national ? * representatives voted into office in national elections Note: • = correct answer. judges who sit in the highest court in the country business leaders who pay a fee to be allowed to vote senior members of the national police force 60 ICCS ASSeSSment FrAmework
Example Items 2 and 3 Example Items 2 and 3 were presented together as a unit in the ICCS field trial. A unit is one or more items that appear in sequence and refer to a common theme or set of information. Example item 2 accesses: • Content Domain 1: Civic Society and Systems o Sub-domain: State institutions • Aspect: Government o Key concept: Power/authority • Cognitive Domain 2: Reasoning and analyzing o Process: Generalize The United Nations has election monitors who check whether national elections have taken place fairly. The United Nations can only send election monitors to visit a country if the government of that country asks them to come. asked the United Nations to monitor their national election. After the election, the election monitors reported that the election was fair. E2 How does the report that the election was fair help the newly elected government lead ? People who did not vote for the new government are more likely to change their minds and agree with all the decisions the new government makes. * People who did not vote for the new government are more likely to accept the authority of the new government to make decisions. Note: • = correct answer. People who voted for the new government are more likely to vote for it again in the future. People who voted for the new government are more likely to agree with everything it does. ICCS ASSeSSment FrAmework 61
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 and 14: An important feature of ICCS is the
Page 15 and 16: citizenship content in three domain
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: Luxembourg Joseph Britz Ministère
Page 65 and 66: Example Item 5 Example Item 5 is on
Page 67: This document outlines the framewor
show all

International civic and citizenship education study - iccs - IEA

Create successful ePaper yourself

Delete template?

Save as template?