International civic and citizenship education study - iccs - IEA

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Example Item 5 Scoring Guide The example student responses in the scoring guide for Example Item 5 are all “real” responses provided by students during the ICCS field trial. Full credit Code 2: Refers to either or both of the two categories of reason listed below. RC1. a concern for the common good RC2. a desire to participate in the local community. RC1. Suggests a concern for the common good as a motivation for volunteering. [Note: A desire to help others or to help the school is seen as sufficient for this category.] Example responses: • He wants to contribute to the school. • It’s the right thing to do. • Because he’s helping other people, even if he doesn’t want to he would feel better knowing he helped them. RC2. Suggests a desire to participate in the school/local community as a motivation for volunteering. Example responses: • He wants to get involved in his child’s school. • He wants to feel part of the local community and the school. • So he can socialize and have fun. Partial credit Code 1: Suggests only immediate self-interest or benefit as a motivation for volunteering. Example responses: • He wants to look important/wants to look good. • He wants to learn new skills. • To make sure he knows the environment his child is working in. No credit Code 0: Refers to a generalized personality quality of or provides an irrelevant, incoherent response, or repeats the question. Example responses: • He doesn’t want to refuse. [vague] • Because his children go there. [vague] • Because he is probably a good man, is generous and it was a chance for him to volunteer. 64 ICCS ASSeSSment FrAmework
This document outlines the framework and assessment design for the International Civic and Citizenship Education Study (ICCS) sponsored by the International Association for the Evaluation of Educational Achievement (IEA). Over the past 50 years, IEA has conducted comparative research studies focusing on educational policies, practices, and outcomes in more than 80 countries around the world. The purpose of ICCS is to investigate the ways in which young people in lower secondary schools are prepared to undertake their roles as citizens in a range of countries. The study will report on student achievement on a test of conceptual understandings and competencies in civic and citizenship education and also will collect and analyze data about student dispositions and attitudes relating to civic and citizenship education. Teacher and school questionnaires will gather information about teaching and class-management practices, school governance and climate, and other matters. A national context survey will collect information about civic and citizenship education and its contexts (aspects related to political, cultural, and educational contexts) in each participating country. The study framework also offers “regional modules” that will allow groups of participating countries from the same region to address region-specific issues in civic and citizenship education. The three regional modules established for ICCS relate to Europe, Latin America, and Asia. ICCS ASSeSSment FrAmework 65
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International Civic and Citizenship
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International Civic and Citizenship
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Contents Preface 5 Overview 7 Purpo
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Preface The International Associati
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Overview Purpose of the study The p
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Developments in the research of civ
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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 and 62: Luxembourg Joseph Britz Ministère
Page 63 and 64: Example Items 2 and 3 Example Items
Page 65: Example Item 5 Example Item 5 is on
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International civic and citizenship education study - iccs - IEA

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