Page 31 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 31
i. elezović ■ civic and citizenship education in croatia ...
but for some others such as debates or role playing teachers need
more guidance.
– Materials for teaching and learning CCE were missing during every
attempt of implementation, which could be resolved by preparing
digital materials in the future and those can be easily shared, upgrad-
ed, changed or replaced.
Results of the first IEA International Civic
and Citizenship Education Study in Croatia – ICCS 2016
Although quite a few pieces of national research were conducted on the
school i.e. student samples, they were somewhat deficient in terms of fo-
cusing on CCE only. Another common point of regarding their often dis-
appointing results when it comes to student knowledgeability or attitudes
was that they were not delving deep enough into the cognitive and/or af-
fective behaviour dimensions. Joining the ICCS 2016 study was an at-
tempt to put previous results and accompanying criticism into the more
international and comparable perspective where CCE is being researched
by using calibrated instruments and strong concept frameworks.
The ICCS 2016 cycle is an extension of previous world-wide research
in the area of civic and citizenship that was organized by the Internation-
al Association for the Evaluation of Educational Achievement (IEA). The
first one was conducted under the name Six Subject Survey17 on the sam-
ple of fourteen year old students in 21 countries, and one of those six sub-
jects was Civic Education. Second research was conducted in 1999 in 28
countries on the sample of fourteen year old students and in 16 countries
on the samples of seventeen and eighteen year old students. The third in-
ternational survey of student knowledge and attitudes in this area was the
first ICCS, conducted in 2009, in 38 countries on the sample of fourteen
year old students. In ICCS 2009, civic knowledge scale was established
with three knowledge benchmarks i.e. four levels (from A being the high-
est level to D being the lowest level). Proficiency or achievement levels
represented the conceptual hierarchy of civic and citizenship knowledge
whereby higher levels reflect higher complexity of contents and cognitive
processes. In ICCS 2016 these levels were very similar assuring the com-
parability of measurements and only “Below level D” was added for a bet-
ter description of the results on the lower end of the scale. The results of
the latest ICCS, on average in all 21 participating countries, show that 3%
17 The study was conducted by the IEA during 1966–1973. The six subjects were: Science,
Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign
Language, and Civic Education. Report available at ERIC database, reference number:
ED128349.
29
but for some others such as debates or role playing teachers need
more guidance.
– Materials for teaching and learning CCE were missing during every
attempt of implementation, which could be resolved by preparing
digital materials in the future and those can be easily shared, upgrad-
ed, changed or replaced.
Results of the first IEA International Civic
and Citizenship Education Study in Croatia – ICCS 2016
Although quite a few pieces of national research were conducted on the
school i.e. student samples, they were somewhat deficient in terms of fo-
cusing on CCE only. Another common point of regarding their often dis-
appointing results when it comes to student knowledgeability or attitudes
was that they were not delving deep enough into the cognitive and/or af-
fective behaviour dimensions. Joining the ICCS 2016 study was an at-
tempt to put previous results and accompanying criticism into the more
international and comparable perspective where CCE is being researched
by using calibrated instruments and strong concept frameworks.
The ICCS 2016 cycle is an extension of previous world-wide research
in the area of civic and citizenship that was organized by the Internation-
al Association for the Evaluation of Educational Achievement (IEA). The
first one was conducted under the name Six Subject Survey17 on the sam-
ple of fourteen year old students in 21 countries, and one of those six sub-
jects was Civic Education. Second research was conducted in 1999 in 28
countries on the sample of fourteen year old students and in 16 countries
on the samples of seventeen and eighteen year old students. The third in-
ternational survey of student knowledge and attitudes in this area was the
first ICCS, conducted in 2009, in 38 countries on the sample of fourteen
year old students. In ICCS 2009, civic knowledge scale was established
with three knowledge benchmarks i.e. four levels (from A being the high-
est level to D being the lowest level). Proficiency or achievement levels
represented the conceptual hierarchy of civic and citizenship knowledge
whereby higher levels reflect higher complexity of contents and cognitive
processes. In ICCS 2016 these levels were very similar assuring the com-
parability of measurements and only “Below level D” was added for a bet-
ter description of the results on the lower end of the scale. The results of
the latest ICCS, on average in all 21 participating countries, show that 3%
17 The study was conducted by the IEA during 1966–1973. The six subjects were: Science,
Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign
Language, and Civic Education. Report available at ERIC database, reference number:
ED128349.
29
