Insights from formal testing of civics and citizenship learning in Australia
The 'civics and citizenship literacy achievement scales' for both cycles indicate student achievement is variable, and generally low level. The 'student background survey' in the second cycle sought data and information about variables with explanatory power as to the demonstrated levels of achievement. Analyses of student background and school programme data identified factors that appear to have a significant effect on achievement.
The article describes contextual developments which influenced the assessments, provides an analysis of the achievement and background data and reflects on what the reported findings, especially from the second cycle, have revealed about students and their civics and citizenship learning experiences in Australian schools.
Keywords: AUSTRALIA; CIVICS AND CITIZENSHIP EDUCATION (CCE); CURRICULUM IMPLEMENTATION; DISPOSITIONS; EFFECTS IN ACHIEVEMENT; KNOWLEDGE AND UNDERSTANDINGS; NATIONAL ASSESSMENT; PARTICIPATION ACTIVE ENGAGEMENT
Document Type: Research Article
Publication date: June 1, 2010
- Citizenship Teaching and Learning is global in scope, exploring issues of social and moral responsibility, community involvement and political literacy. It advances academic and professional understandings within a broad characterisation of education, focussing on a wide range of issues including identity, diversity, equality and social justice within social, moral, political and cultural contexts.
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