Overview
- Includes information about recent developments that are relevant to civic and citizenship education
- Provides a conceptual underpinning for the third cycle of the IEA Civic and Citizenship Education Study (ICCS 2022)
- Contains a theoretical perspective for the study of student learning in the area of civic and citizenship education
- This book is open access, which means that you have free and unlimited access
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Table of contents (5 chapters)
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Front Matter
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Back Matter
Keywords
- Open Access
- Civic and citizenship education
- Global citizenship education
- Education for sustainable development
- International large-scale assessments
- Political socialization
- Comparative educational research
- ICCS
- IEA studies
- Civic engagement
- Civic attitudes
- Civic knowledge
- Digital citizenship
- Tolerance
- Diversity and inclusion
- Equal opportunities
- Youth studies
- COVID-19 pandemic
- Views of the political system
- Open classroom climate
About this book
This open access publication outlines the underlying framework for gathering data on civic knowledge, attitudes, and engagement as well as contextual information, and it describes the assessment design for the International Association for the Evaluation of Educational Achievement’s (IEA) International Civic and Citizenship Education Study 2022.
The IEA International Civic and Citizenship Study (ICCS) investigates how young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. ICCS 2022 is a continuation of two earlier IEA studies, ICCS 2009 and ICCS 2016, and, for the first time, this survey includes the option of a computer-based assessment. Responding to enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change, the study addresses issues related to young people’s engagement through digital technologies, migration and diversity, perceptions of the political system, global citizenship, and education for sustainable development.
Over the past 50 years, IEA has conducted comparative research studies in a range of domains focusing on educational policies, practices, and outcomes in many countries around the world. Prior to ICCS 2022, IEA conducted four international comparative studies of civic and citizenship education, with a first survey implemented in 1971, a second one in 1999, third in 2009 and fourth in 2016. ICCS 2022 data will allow education systems to evaluate the strengths of educational policies, both internationally, and in a regional context, and to measure progress in achieving critical components of their educational policy agendas.
Authors and Affiliations
About the authors
Wolfram Schulz is Principal Research Fellow at the Australian Council for Educational Research. He has high-level experience as a leader of large-scale assessment programs and, as an author of numerous publications about international and national research, and is a leading expert in the field of international comparative research. Wolfram’s areas of research interest include civic and citizenship education, computer information literacy, and assessment methodology.
Julian Fraillon is currently Senior Project Advisor to the IEA after having worked as research director at the Australian Council for Educational Research. With leadership experience from a broad range of large-scale assessment projects, Julian has directed the IEA International Computer and Information Literacy Study (2013, 2018, and 2023) and has coordinated test development for the IEA International Civics and Citizenship Education Study (2009, 2016 and 2022).
Bruno Losito is an emeritus full professor at Roma Tre University, Department of Education with a PhD in Education. He has participated in several international comparative studies with research interests in civic and citizenship education, comparative studies, and assessment. Previously, Bruno was the Italian national research coordinator and member of the international Steering Committee for CIVED 1999 and has been associate research director of ICCS (2009, 2016, and 2022).
Gabriella Agrusti is a full professor at the Department of Humanities, LUMSA University. She received her Ph.D. in education from Roma Tre University where she became member of the Joint Management Committee for IEA’s ICCS since the 2009 cycle. At present, she is co-director of Cadmo, An International Journal of Educational Research (indexed in SSCI Scopus). Her research interests are in the areas of civic and citizenship education, inference processing, and assessment practices.
John Ainley is a Principal Research Fellow in theEducational Monitoring and Research Division at the Australian Council for Educational Research. Up to July 2010, he was Research Deputy CEO and directed its National and International Surveys Program. In recent years, John has worked on the IEA International Civic and Citizenship Education Study and the IEA International Computer Information Literacy Study and was the Framework Lead for the Teaching and Learning International Survey (TALIS) 2018.
Valeria Damiani has a PhD in Education and is Associate Professor at LUMSA University. She worked as researcher for the second cycle of the IEA International Civic and Citizenship Education Study (ICCS) 2016 and is currently member of the Joint Management Committee for ICCS 2022. Her research interests include civic and citizenship education, global citizenship education, education for sustainable development, educational research, and social inclusion.
Tim Friedman has a PhD in Psychology from Monash University and is a Senior Research Fellow who has worked at ACER since 2007 within the Surveys and International Assessments Division. Tim has been involved in working on large-scale surveys including the IEA’s International Computer and Information Literacy Study (2013 and 2018) and the International Civic and Citizenship Education Study (2009 and 2016). Tim is the Project Coordinator for ICCS 2022.
Bibliographic Information
Book Title: IEA International Civic and Citizenship Education Study 2022 Assessment Framework
Authors: Wolfram Schulz, Julian Fraillon, Bruno Losito, Gabriella Agrusti, John Ainley, Valeria Damiani, Tim Friedman
DOI: https://doi.org/10.1007/978-3-031-20113-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The International Association for, Evaluation of Educational Achievement 2023
Hardcover ISBN: 978-3-031-20112-7Published: 27 April 2023
Softcover ISBN: 978-3-031-20115-8Published: 27 April 2023
eBook ISBN: 978-3-031-20113-4Published: 26 April 2023
Edition Number: 1
Number of Pages: XII, 133
Number of Illustrations: 4 b/w illustrations, 18 illustrations in colour
Topics: Education Policy, Sociology of Education, Education, general