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International Civic and Citizenship Education Study (ICCS) Outline for the IEA Standing Committee

International Civic and Citizenship Education Study (ICCS) Outline for the IEA Standing Committee. Amiens France October 2006. IEA studies. 1971: First IEA Civic Education Study 10 countries (part of six-subject study) 1999/2000: IEA CIVED 14-year-olds in 28 countries

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International Civic and Citizenship Education Study (ICCS) Outline for the IEA Standing Committee

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  1. International Civic and Citizenship Education Study (ICCS)Outline for the IEA Standing Committee Amiens France October 2006

  2. IEA studies • 1971: First IEA Civic Education Study • 10 countries (part of six-subject study) • 1999/2000: IEA CIVED • 14-year-olds in 28 countries • upper secondary students in 16 countries • 2008/2009: IEA ICCS • > 40 expressions of interest so far • 20 countries at NRC meeting 16 October

  3. Consortium members • Australian Council for Educational Research (ACER), Australia • National Foundation for Educational Research (NFER), England • Laboratorio di Pedagogia Sperimentale (LPS), Rome/Italy

  4. Other Institutions involved • IEA Data Processing Center (DPC), Hamburg/Germany • IEA Secretariat, Amsterdam/Netherlands • National Research Centres (NRC) in participating countries

  5. Project Management • Joint Management Committee (JMC) • Meets frequently (≥ monthly) with consortium staff • Meets occasionally as a JMC • Project Advisory Committee (PAC) • 1st meeting July 2006 • 2nd meeting October 2006 • IEA Technical Expert Group (TEG) • IEA Secretariat

  6. Purposes of study • International comparison of outcomes of civic and citizenship education • Response to challenge in civic and citizenship education in changed contexts • Comparison with CIVED (1999)

  7. ICCS and CIVED • Opportunity to review changes • Extended framework • Broadening of scope • Different approach to teacher survey • Regional modules

  8. Research questions • Variations in student achievement • Changes since 1999 • Interest & dispositions towards citizenship • Student perceptions of threats and developments • Relationship of learning outcomes with curriculum, teaching and school organisation • Relationship of learning outcomes with student background

  9. Assessment Framework • Outlines what will be assessed in ICCS • Consists of two parts: • Civics and Citizenship framework • Contextual framework • Current draft will be discussed with country representatives at meetings in Amsterdam in October 2006

  10. ICCS C&C Framework: Content domains • Domain 1: Civic Society and Systems • Domain 2: Civic Orientations • Domain 3: Civic Practices • Domain 4: Civic Identities

  11. ICCS C&C Framework: Domain structure • Hierarchical Structure • Content domains • Sub-domains (≥ 1 sub-domain per domain) • Aspects (≥ 1 aspect per sub-domain). • Key concepts • Example: DOMAIN: Civic Society & System SUBDOMAIN: State Institutions ASPECT: Government KEY CONCEPT: Authority

  12. ICCS C&C Framework: Cognitive domains • Domain 1: Knowing • Domain 2: Reasoning • Domain 3: Analysing • Examples: • knowing the key aspects of democracy • analysing civic policy • reasoning about the attributes and powers of state and civil institutions

  13. ICCS C&C Framework: Affective-behavioural domains • Domain 1: Values • Domain 2: Attitudes • Domain 3: Behaviours • Examples described in terms of student perceptions and behaviours relevant to the content domains • beliefs about the roles of citizens in democracy • perceptions of the effectiveness of participation • trust in civic systems

  14. Regional Modules • Two possibilities • European • Latin American • European Module • Roles as citizens in European countries • Active European citizenship • Examples • Cognitive: • knowing the key aspects of organization of the European Community • analysing the role of the European Parliament • reasoning about the processes of enlargement of the European Union • Affective-behavioural • holding believes about the concept of European citizenship • attitudes towards European constitution • trust in media in the European countries

  15. Instrumentation • Student instruments: • International (core) cognitive test (60 minutes) • International (core) student background questions (15 minutes) • International (core) student perceptions questionnaire on civic-related issues (30 minutes) • Regional cognitive test module(s) (20-30 minutes) • Regional student questionnaire on civic-related issues (10-20 minutes) • Teacher questionnaire (30 minutes) • School questionnaire (30 minutes) • National Contexts Survey (on-line)

  16. Instrument development • Establishing assessment framework • Piloting of items in subset of participating countries (Feb-Mar 07) • Review with experts and NRCs • Field Trial (Oct-Nov 07) • Review with experts and NRCs • Final selection (Feb-Apr 08)

  17. General survey design • Population: Grade 8 • Two-stage cluster samples in participating countries • PPS sampling of (≥ 150) schools • Random selection of one classroom within each sampled school • Random selection of teachers within sampled schools • no student-teacher link at class level • Grade 8 teachers or wider?

  18. Data Management, Scaling and Analysis • DPC • creates international database • computes sampling weights • DPC and ACER • undertake scaling of data • ACER • analysis of data for international report (in cooperation with other institutions)

  19. Study Outcomes • International Report (June 2010) • Regional Report(s) (June 2010) • Technical Report (Nov 2010) • International Database (Nov 2010)

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