Intro -- Foreword -- Contents -- Overview -- 1.1 Purpose of the study -- 1.2 Study background -- 1.3 Recent developments and persisting challenges -- 1.4 Broadening the scope of ICCS -- 1.5 Research questions -- 1.6 Study design -- 1.7 Characteristics and structure of the assessment frame work -- 2 Civic and Citizenship Framework -- 2.1 Defining civics and citizenship -- 2.1.1 The scope of civics and citizenship in ICCS 2016 -- 2.1.2 The representation of civics and citizenship in the framework -- 2.1.3 Mapping assessment domains to the assessment instruments -- 2.2 Civic and citizenship content domains -- 2.2.1 Structures and key terms in the ICCS 2016 assessment framework -- 2.3 Civic and citizenship content domains -- 2.3.1 Content domain 1: Civic society and systems -- 2.3.2 Content domain 2: Civic principles -- 2.3.3 Content domain 3: Civic participation -- 2.3.4 Content domain 4: Civic identities -- 2.4 Civic and citizenship cognitive domains -- 2.4.1 Cognitive domain 1: Knowing -- 2.4.2 Cognitive domain 2: Reasoning and applying -- 2.5 Civic and citizenship affective-behavioral domains -- 2.5.1 Affective-behavioral domain 1: Attitudes -- 2.5.2 Affective-behavioral domain 2: Engagement -- 2.6 Mapping items to domains -- 3 Contextual Framework -- 3.1 Contexts for civic and citizenship education -- 3.2 The context of the wider community -- 3.2.1 The context of the educational system -- 3.2.2 The context of the local community and school-community relationships -- 3.3 The contexts of schools and classrooms -- 3.3.1 School contexts and characteristics -- 3.3.2 Teacher background and their perceptions of schools and classrooms -- 3.3.3 Student perceptions of the context of schools and classrooms -- 3.4 The home and peer context -- 3.5 Student characteristics -- 4 Assessment Design -- 4.1 Thet ICCS 2016 instruments -- 4.2 Item types.

4.3 Coverage of framework domains -- 4.4 The ICCS 2016 test design and the described achievement scale -- 4.5 Questionnaire scales -- 5 References -- 6 Appendices -- 6.1 Appendix A: Institutions and staff -- International study center -- International Association for the Evaluation of Educational Achievement (IEA) -- ICCS 2016 project advisory committee (PAC) -- ICCS 2016 National Research Coordinators (NRCs) -- 6.2 Appendix B: Described proficiency levels -- 6.3 Appendix C: Example test items.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2022. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.