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The very nature of international large-scale assessments (ILSAs) raises unique challenges for test developers. The surveys are used across many different countries and translated into multiple languages; they must serve as sound measurement instruments across a very wide range of attainment whilst also engaging students from diverse backgrounds and with very different educational experiences. In order for the surveys to meet the stated aims to evaluate, understand, and improve education worldwide, policymakers must have confidence that the conclusions drawn from the results are relevant and meaningful in their particular jurisdictions. The International Association for the Evaluation of Educational Achievement (IEA) has a comprehensive assessment development process; assessment experts and representatives of participating countries review the material at key points during the test development and throughout strict standards for quality assurance are applied. Care is taken to ensure that consideration is given to diverse perspectives whilst maintaining the integrity and rigor of the assessment instruments as specified in the assessment framework. This established and thorough approach has enabled the assessments to evolve whilst continuing to meet the diverse needs of stakeholders.

Prior to the International Computer and Information Literacy Study (ICILS), research into learning outcomes related to information and computer technologies (ICT), and factors associated with student achievement in this area had generally been based on a few national studies. ICILS 2018 used multilevel models to assess the extent to which factors at the student and school level were associated with variations in computer and information literacy (CIL) and computational thinking (CT). It investigated access to, use of, and familiarity with ICT, school context factors, as well as variables reflecting the personal and social background of students. There were differences in the variance in both CIL and CT, as well as the proportion of variance between schools, across participating countries. Multilevel models explained much of the variance in CIL and CT at the school level but less variance within schools was explained. Personal and social background factors were shown to be associated with CIL and CT. Female students tended to have higher CIL scores than male students but lower CT scores than male students. The use of the test language at home was a positive predictor of CIL and CT in some countries. Both expected university education and socioeconomic background were consistent positive predictors of both CIL and CT across countries. There were mostly inconsistent effects across countries on CIL and CT by school-level factors related to ICT.

The development of information technologies has transformed the environment in which young people access, create, and share information. Many countries, having recognized the imperative of digital technology, acknowledge the need to educate young people in the use of these technologies so as to underpin economic and social benefits. This article describes the International Computer and Information Literacy Study, which was conducted under the aegis of the International Association for the Evaluation of Educational Achievement in 20 education systems during 2013. It outlines the assessment framework on which the study is based, articulates the basis for developing a measure of Computer and Information Literacy. The article also provides an insight into the nature and properties of the scale based on data from more than 60,000 Grade 8 students who responded to the 83 test items. The scale is described in terms of four achievement levels that are elaborated through examples.

The ICILS CIL framework was initially developed for ICILS 2013. At the time, it was noted that there was a variety of terms relating to CIL in the research literature (see, for example Virkus 2003) and that the development of context-specific constructs related to CIL had led to a proliferation of frequently overlapping and confusing definitions (Fraillon et al. 2013, p. 15).

La Asociación Internacional para la Evaluación del Rendimiento Educativo (IEA, por sus siglas en inglés) es una organización sin ánimo de lucro construida a través de redes colaborativas de académicos, investigadores, analistas de políticas y expertos técnicos de diversos centros de investigación en educación y de agencias gubernamentales de investigación. Con el Estudio Internacional de la IEA sobre Alfabetización Informacional y Computacional (ICILS) de 2018, se pretende obtener más información sobre los contextos y los resultados de los programas de educación relacionados con las TIC, y el papel de escuelas y maestros para apoyar el logro de alfabetización informática y de información de los estudiantes. ESP

The ICILS CIL construct was established and measured in response to the pervasive belief in the value of CIL-related competencies for participation in the 21st century.

Within its overarching purpose of investigating the ways in which young people are prepared to undertake their roles as citizens in a range of countries and through its questionnaire for students in participating European countries, the International Civic and Citizenship Education Study 2016 (ICCS 2016) addressed issues related to the specific European context and to the problems currently facing Europe. Decreased solidarity together with the increase in populist, nationalist, anti-establishment political parties in several European countries are the factors complicating dynamics linked not only to the original project of European integration but also to the economic and political relationships between countries (Archick, 2017). Furthermore, in recent years, public debate in Europe has been characterized by broad questions relating to citizens’ sense of belonging to Europe, the need for stronger cooperation among European countries, and concerns about immigration and the effects of the financial crisis.

The ICCS 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016) identified several contexts that have the potential to influence not only students’ learning outcomes in the field of civic and citizenship education but also their civic engagement. These contexts include the wider community, the school and classroom, the home and peer environment, and characteristics of individual students.

This chapter addresses Research Question 3 of the ICCS 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016): What is the extent of students’ engagement in different spheres of society and which factors within or across countries are related to it?

Civic and citizenship education aims to provide young people with the knowledge, understanding, and dispositions that enable them to participate as citizens in society. It seeks to support emerging citizens by helping them understand and engage with society’s principles and institutions, develop and exercise informed critical judgment, and learn about and appreciate citizens’ rights and responsibilities.

Rapporto tecnico della indagine comparativa internazionale ICCS 2016, promossa dall'IEA.

The ICCS 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016) states that any study of civic-related learning outcomes and civic engagement must consider the contexts in which civic and citizenship education occur.

ICCS regards civic knowledge as fundamental to effective civic participation. Within the context of ICCS, civic knowledge refers not only to familiarity with the civic and citizenship content described in the ICCS 2016 assessment framework but also to the ability to apply relevant cognitive processes to this content (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016). Civic knowledge is important in all four of the framework’s content domains.

This chapter explores data relating to ICCS 2016 Research Question 4: What beliefs do students in participating countries hold regarding important civic issues in modern society and what are the factors associated with their variation?

This chapter presents some results of the multivariate analyses of ICCS 2016 data that we conducted in an effort to explain variation in three commonly investigated outcomes of civic and citizenship education: civic knowledge, expected electoral participation, and expected active political participation.

La educación cívica de los ciudadanos desempeña un rol igual de importante que la enseñanza de disciplinas como ciencias, matemáticas o literatura. A través de este Informe Internacional sobre Educación Cívica y Ciudadana (ICCS), la IEA no solo demuestra la importancia que otorga a la provisión de este tipo de formación sino también su compromiso e interés por investigar los puntos holísticos de la educación como disciplina. ESP

The development of knowledge and understanding is widely reported as a key aim of civic and citizenship education and as an important aspect of being equipped for active citizenship. Measuring knowledge and understanding of this domain has grown as a focus of educational research both as an outcome in its own right and to underpin the systematic investigation of factors associated with the development of effective active citizenship. Given that civics and citizenship is often seen as a set of cross-curricular capabilities rather than an established discipline, it is crucial to articulate clearly what is being measured and to be sure that its measurement is based on sound psychometric properties. This article describes how knowledge and understanding of civics and citizenship was conceptually defined and measured in the context of the IEA Civic and Citizenship Education Study (ICCS 2009).

When comparing data derived from tests or questionnaires in cross-national studies, researchers commonly assume measurement invariance in their underlying scaling models. However, different cultural contexts, languages, and curricula can have powerful effects on how students respond in different countries. This article illustrates how the application of the Rasch item response theory (IRT) model (Rasch, 1960) can be used for assessing differences in measurement properties of tests and questionnaires with reference to examples from the field trial analyses for the International Association for the Evaluation of Educational Achievement (IEA) International Civic and Citizenship Education Study (ICCS). It also discusses the general scope and limitations of the analyses undertaken in the context of this study.

The IEA International Civic and Citizenship Education Study (ICCS): Concept and Design - The purpose of the International Civic and Citizenship Education Study (ICCS) is to investigate the ways in which young people are prepared to undertake their roles as citizens. The article describes how the learning context for civic education is explored in the ICCS survey. It outlines the conceptual framework, the design of the study and the assessment instruments for students, teachers and school principals as well as a national context survey collecting data on the national contexts for civic and citizenship education. Keywords Citizenship Education, comparative research, survey design.

The civic and citizenship framework identifies and defines those aspects of cognitive and affective-behavioral content3 that should be considered important learning outcomes of civic and citizenship education. It should be noted that within the context of this framework the term “learning outcomes” is used in a broad way and is not confined to school learning. The way students develop cognitive knowledge and understanding of civics and citizenship, as well as affective-behavioral dispositions towards civics and citizenship, may depend on many factors beyond their learning environment at school (see Amna, Ekstrom, Kerr, & Stattin, 2009; Pancer, 2015; Pancer, & Pratt, 1999). The factors influencing students’ development of these learning outcomes are mapped and described in the contextual framework.

Il testo è il framework dell'indagine internazionale sull'educazione civica e alla cittadinanza ICCS 2016 promossa dall'IEA. Il volume presenta l'impianto concettuale e metodologico dell'indagine, unitamente alle domande di ricerca e agli strumenti utilizzati per la raccolta dati.