Session Information
11 SES 08 A, Monitoring Citizenship Education in Europe and Beyond
Symposium
Contribution
When UN Member States adopted the 2030 Agenda and its 17 Sustainable Development Goals (SDGs), there was not much discussion about how these goals were going to be measured. As we enter the Decade of Action, deciding on a measurement strategy for all SDGs and their targets has become a pressing issue. The aim of this presentation is to describe the implementation of a measurement strategy for the SDG Thematic Indicators 4.7.4 and 4.7.5 using International Large-Scale Assessments (ILSAs) in Education. Building on two reports previously published by the Global Alliance to Monitoring Learning (GAML), we use items from Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS) and the International Civic and Citizenship Education Survey (ICCS) to fit measurement models, generate scores, and propose a method to establish cut off points for these indicators. This measurement strategy has been reviewed and endorsed by the UNESCO Institute for Statistics (UIS) Technical Cooperation Group on the Indicators for SDG 4-Education 2030, which is responsible for the development and maintenance of the thematic indicator framework for the follow-up and review of SDG 4. The resulting scores are freely available on the UIS data repository. This contribution is divided into four main sections. In the first one, we describe our content framework and operational definitions, in the second we discuss the methods and tools we used for constructing both the scores and the cut-off points to identify the individuals who reach the corresponding targets. The third section report on the implementation of the proposed methodological procedures. As a way of summarizing the full set of scores, the fourth section includes the presentation of the average percentage of students who reach each indicator. In the final part of this contribution, we reflect on the strengths and weaknesses of our monitoring strategy and highlight the importance of complementing indicators based on students learning outcomes with more process-oriented data to provide a more comprehensive account of global citizenship education.
References
Sandoval-Hernández, A., & Carrasco, D. (2020). An Applied Measurement Strategy for SDG Thematic Indicators 4.7.4 and 4.7.5 Using International Large Scale Assessments in Education. UNESCO Institute for Statistics. http://tcg.uis.unesco.org/wp-content/uploads/sites/4/2020/06/Measurement-Strategy-for-474-and-475-using-ILSA_20200625.pdf Sandoval-Hernández, A., Isac, M. M., & Miranda, D. (2019). Measurement Strategy for SDG Global Indicator 4.7.1 and Thematic Indicators 4.7.4 and 4.7.5 using International Large-Scale Assessments in Education: Proposal. (Information papers; No. GAML6/REF/9). UNESCO Institute for Statistics. http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2019/08/GAML6-REF-9-measurement-strategy-for-4.7.1-4.7.4-4.7.5.pdf
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.