IEA Insider 2024

IEA INSIDER 2024

PARTNER CONTRIBUTORS

JEPPE BUNDSGAARD Danish School of Education, Aarhus University

MATTHIAS VON DAVIER TIMSS & PIRLS International Study Center at Boston College

MARIA MAGDALENA ISAC ICCS International Study Center at the University of Bath

STEFAN JOHANSSON University of Gothenburg

ANN KENNEDY TIMSS & PIRLS International Study Center at Boston College

LALE KHORRAMDEL TIMSS & PIRLS International Study Center at Boston College

SASKIA VAN LAAR Maastricht University

EVA KLEMENČIČ-MIRAZCHIYSKI Educational Research Institute, Slovenia

MICHAEL O. MARTIN Honorary Member of IEA

ELODIE PERSEM Ministère de l'éducation nationale et de la jeunesse, France

THIERRY ROCHER Direction de l'évaluation, de la prospective et de la performance (DEPP), France

ANDRÉS SANDOVAL-HERNÁNDEZ ICCS International Study Center at the University of Bath

MENG-JUNG TSAI School of Learning Informatics, National Taiwan Normal University

JAN-PHILIPP WAGNER ICCS International Study Center at the University of Bath

MAURICE WALKER Australian Council for Educational Research (ACER)

DATA IN ACTION

IEA STAFF CONTRIBUTORS

PURYA BAGHAEI

Editor KATIE ZUBER

CLARA BEYER

Co-editor ANGELA COLLEY

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CAROLA BRETSCH

Creative direction & cover design JASMIN SCHIFFER

JAN-PETER BROEK

Design & layout JANE MACK

RALPH CARSTENS

LAURA CHEESEMAN

TIM DANIEL

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IEA INSIDER 2024

DATA IN ACTION

BY DIRK HASTEDT

Good statistics are what an X-ray is to a radiologist. They help us see things about the world that we would otherwise not be able to see. We depend on reliable data to form our decisions—as individuals, as organizations, and as a society. IEA’s mission is to conduct large-scale studies to better understand education practices, processes, and policies in order to improve quality teaching and learning within and across systems of education. We endeavor to do this by providing high-quality data and expertise for research in education.

after a study cycle is complete, of the decisions that are shaped, and of the impact on education systems as a result of data from IEA studies. This year, I would also like to give a special thanks to Thierry Rocher, who after six impactful years will step down as IEA Chair. He has navigated IEA steadfastly through challenging times, stepping into the role just before the arrival of the pandemic. Against this backdrop and during IEA’s transition to digital assessments, his emphasis on innovation has contributed immensely to bringing IEA to the forefront in the field of international large-scale assessment. He has also been instrumental to the inception of IEA’s Research and Development Fund that has awarded 16 research proposals since 2021 under the mission of advancing research and innovation. Thierry has left a significant mark on IEA, and I look forward to welcoming the next IEA Chair and seeing how they will continue this important work.

This year’s IEA Insider title is “Data in Action” and in this issue we give space to stories of the work that continues

There is always much to celebrate in every issue of the IEA Insider , from the upcoming study releases (see page 13 for

EDITORIAL

IEA's booth at CIES in Miami, March 2024

TIMSS 2023 and page 29 for ICILS 2023) to the release of international databases (see page 26). There have also been many advances this year across other IEA projects and activities, such as the success of the LaNA Linking Study (see page 40), and the continuation of IEA’s support across OECD studies (see page 45 for PIAAC, see page 44 for IELS, see page 46 for TALIS). The IEA Insider also looks ahead to 2025 and this includes the IEA IRC, which will be held in Rome in partnership with INVALSI (see page 50). The 11 th IRC is dedicated to the theme "Researching Education for Sustainable Futures" and will focus on the importance of education for individuals and societies, as well as the role of IEA studies in making education systems more relevant, inclusive, and just. With many exciting plans lined up for this next IRC, we hope to see you there! As always, I would like to thank each of you for your support and contribution to the work of IEA. Enjoy this year’s read! ■

With our condolences we have learned of the passing of Professor Monica Rosén

As a distinguished member of IEA’s Technical Executive Group (TEG) and a Professor in the Department of Education and Special Education at the University of Gothenburg, Professor Rosén's loss is profoundly felt by her colleagues, students, and the wider academic community.

IEA INSIDER 2024

Table of Contents

08 10 14 16 19 21 24

27 30 32 36 38 40 42

Merci!

A Future-Ready Study for Future-Ready Students

Key Milestones and Achievements in TIMSS

ICILS 2023 Country Perspectives

PIRLS 2026 Keeps Innovating

Revealing the Refreshed Visual Identity of IEA Studies

A Vision for the TIMSS and PIRLS International Study Center

Data in Action: Status Update on Data Collection and Data Processing in IEA’s International Studies

ICCS 2027: Shaping the Future of Youth and Civic and Citizenship Education Worldwide

Synchronizing Success: Launching the IEA Harmonization Project

ICCS 2027 International Study Directors

Insights on IEA’s Novel LaNA: Expanding TIMSS and PIRLS Scales

Enrollment and Outreach for ICCS 2027—Building Research Collaborations

Experience of Transitioning to Digital Assessments in Germany

CONTENTS

44 45 46 47 48 50 52

54 58 60 62

IELS Gears up for Main Study Phase

IEA Publications in Action!

PIAAC: Status, Innovation, and Challenges

IEA Research Award Winners 2024

TALIS 2024 Enters the Homestretch

Financial Summary 2023

Measuring Educational Opportunities and Outcomes

IEA Committees

R&D in Action: Tracking Implementation and Impact

An Exciting Opportunity to See IEA Data in Action

Updating IEA’s Technical Standards

IEA INSIDER 2024

MERCI!

BY THIERRY ROCHER

For my last message as Chair, I wanted to take the opportunity to express how grateful I am to have had this fantastic experience of being IEA Chair since 2019.

It was with great pride that I took up this role nearly six years ago. I have to say that this pride was mixed with a degree of apprehension, given the responsibility of presiding over an institution steeped in history (IEA had just celebrated its 60th anniversary in 2018), with a very strong identity, a family spirit, and remarkable people who had profoundly shaped the association to make it a pioneer in the field of international comparisons in education. My arrival came at a time of major changes—in particular the transition to digitally-based assessments. Therefore, with the Standing Committee and IEA teams, we worked straight away on refining our strategic vision and identifying priority areas for the coming years, based on our four pillars (studies, innovation, expertise, and communication).

Specific emphasis was placed on innovation, with the idea that IEA should be at the forefront regarding innovation in the field of student assessment. Thanks to the involvement of IEA teams and the financial support of GA members, the creation of the Research and Development fund has set up a mechanism that I believe will develop over the long term. These innovations reinforce the dynamism of IEA's studies, which have grown considerably in recent years. Our four major international studies developed further their success stories, with increased visibility thanks to the remarkable work of the communications team. In addition, IEA has also considerably developed its various activities, and I've been able to observe the extent to which its authority has grown in recent years, in order to improve education around the world.

MESSAGE FROM IEA CHAIR

Group photo from the 2023 GA in Versailles

Of course, IEA has also gone through crises (a major one being the pandemic) and faced major challenges, like any living organization. But the association is very resilient; it has been able to adapt and get through these difficulties. This strength, I believe, is closely linked to the special

to thank IEA directors and Study Centers, as well as all the IEA staff with whom I have worked over these six years and who have always been extremely friendly and supportive. I would also like to thank all the members who have been in the Standing Committee for the warm atmosphere as

status of being an association. I have always tried to preserve and develop the collaborative spirit that is at the heart of IEA's identity, with the idea that the association belongs to its members and to the commitment of everyone, from the NRCs to the networks of researchers, via the Study Centers and IEA staff.

well as the frank and constructive discussions. Finally, I would like to thank the GAs who have placed their trust in me for these two terms of office. It is not my heart's desire to step down as Chair, such is my attachment to IEA, but after six years, it is time to make room for new blood and

“I have always tried to preserve and develop the collaborative spirit that is at the heart of IEA's identity.”

To conclude, I would like to say a special and warm thank you to Dirk Hastedt, with whom I have worked effectively; it is important to point out that we have always been completely in sync on the essentials and the important decisions, sharing the same vision of our association. I would also like

new ways of doing things. I wish our future Chair the best of luck, and I remain at the disposal of the association to serve the best way I can in the future. ■

IEA INSIDER 2024

Key Milestones and Achievements in TIMSS

BY MATTHIAS VON DAVIER & ANN KENNEDY

TIMSS will reach three important milestones in 2024. The first milestone is getting TIMSS 2023 over the finish line, with the release event for international results on 4 December (see page 13) and releases of national reports following shortly after. The second milestone is the smooth completion of the innovative TIMSS Longitudinal Study administration, with data collection concluding later this year. The third milestone is the announcement of open enrollment for TIMSS 2027 and the launch of the TIMSS 2027 study page on IEA’s website describing the many exciting features of TIMSS 2027 .

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TIMSS 2023 This eighth cycle of TIMSS continues to be the flagship for assessing global trends in mathematics and science achievement among fourth and eighth graders. The 2023 cycle marks a historic shift—it is the first fully computer- based assessment. Fourth- and eighth-grade students across over 60 participating countries engaged in the computer- based assessments, which incorporated a wide range of item types and interactive features and provided opportunities to demonstrate their ability to apply mathematical and scientific concepts to real-world contexts using digital tools that reflect the reality of students’ learning environments. This December, the TIMSS 2023 international results will be released at an in-person event hosted by the UAE’s Ministry of Education in Dubai. At IEA’s international release event, stakeholders such as researchers, educators, policymakers, and the press will convene to celebrate the results. Online livestreaming of the release will be available. The release of the international database in February 2025 will allow researchers to explore the data and share valuable insights into how students’ mathematics and science achievement can be contextualized. Among the many groups that will spend efforts to add to the rich research base are researchers collaborating at the TIMSS and PIRLS International Study Center. In an in-depth research report series published under the title TIMSS Insights , the study

center will present additional analyses using data from TIMSS 2023 around issues such as environmental knowledge and attitudes, teaching practices, and school climate. TIMSS 2023/2024 LONGITUDINAL Beyond cross-sectional analyses, TIMSS 2023 invited countries to participate in the optional TIMSS 2023 Longitudinal Study. This unique opportunity disentangles cohort and grade effects, providing reliable estimates of learning gains over a year. Examining contextual variables— socioeconomic, curricular, and pedagogical—the TIMSS and PIRLS International Study Center will delve deeper into how educational practices are connected to student growth. The longitudinal option, conducted a year after the main data collection of TIMSS 2023, is currently in progress. Additional data collection started in some countries as early as March 2024 to ensure the interval between measurements reflects progress over a year. The TIMSS 2023 Longitudinal Study provides opportunities to contextualize trends and groups across all cycles of TIMSS data. For example, score differences that indicate that two groups differ by some amount can be compared against the average growth of students expected over a year. Furthermore, the longitudinal study results can provide a deeper understanding of group differences and how they may develop and widen over time.

The TIMSS 2027 Assessing Mathematics and Science Achievements in a Digital World.

IEA INSIDER 2024

INTO THE FUTURE WITH TIMSS 2027 The ninth iteration of TIMSS is on schedule for 2027 and represents a significant advancement in educational assessment. Building upon a rich history of benchmarking student achievement globally, TIMSS 2027 is designed to deliver an adaptive, targeted, and computer-based assessment to reliably assess mathematics and science

item formats designed to capture the complexity of real- world problem-solving and analytical skills.

These enhancements are set to provide educators and policymakers with deeper insights into students' learning outcomes, facilitating data-driven analyses to inform

education systems worldwide. In addition, TIMSS 2027 will also be enhanced by a longitudinal option that will allow countries to learn more about student growth and how changes in achievement relate to student contexts of learning.

“TIMSS 2027 is designed to deliver an adaptive, targeted, and computer- based assessment.”

achievement in the fourth and eighth grades. The targeted testing that allows country-level adaptivity will be further improved to provide even more reliable coverage of a broad range of student achievement.

Countries interested in participating in TIMSS 2027 should contact IEA Amsterdam Director, Dr. Andrea Netten (a.netten@iea.nl). ■

TIMSS 2027's innovative approach will incorporate automated scoring systems more broadly, ensuring efficient and accurate evaluation of student responses. Moreover, TIMSS 2027 will further capitalize on engaging and authentic

RECENT PUBLICATIONS RELATED TO TIMSS

Using Process Data in Large-scale Assessments: An Example With an eTIMSS Problem Solving and Inquiry Item Authors: Franck Salles & Aurélie La Croix Download via: iea.nl/publications/series- journals/iea-compass-briefs- education-series/june-2024- using-process-data

Effective and Equitable Teacher Practice in Mathematics and Science Education Authors: Nani Teig, Trude Nilsen, & Kajsa Yang Hansen Download via: link.springer.com/ book/10.1007/978-3-031- 49580-9education-series

Teaching Quality, Limitations to Teaching, and Their Links to Student Achievement: Insights from Nordic Primary Schools Authors: Nani Teig, Trude Nilsen, & Kajsa Yang Hansen Download via: iea.nl/publications/series- journals/iea-compass-briefs- education-series/teaching- quality-limitations

Save the date!

Launch of the TIMSS 2023 International Report and Results

Wednesday, 4 December 2024 10:00 am CET

The online launch of the IEA TIMSS 2023 International Report will take place on Wednesday, 4 December at 10:00 CET.

Hosted in partnership with the United Arab Emirates Ministry of Education, the launch event will highlight results and key findings from the TIMSS 2023 International Report. The event will be livestreamed, and all are welcome to attend.

IEA INSIDER 2024

PIRLS 2026 Keeps Innovating

BY ANN KENNEDY & MATTHIAS VON DAVIER

PIRLS 2026 is the first fully computer-based cycle of PIRLS, where ePIRLS assessing online reading and PIRLS blocks with more traditional passages are presented in an integrated design. PIRLS is technology-based to provide an engaging and modern reading assessment for fourth-grade students.

measured for PIRLS and discusses the reading purposes and comprehension processes, encompassing how students construct meaning from a wide range of text formats and features, including digital formats such as websites. Chapter 2, the PIRLS Contextual Framework, describes the factors related to students’ reading development in school and at home and provides policy-relevant research to support their importance for inclusion in PIRLS. Chapter 3, the PIRLS 2026 Assessment Design, describes the implementation of the group-adaptive design and details the organization of the reading assessment for the 2026 data collection. Item development activities focused on an item writing workshop as part of the second PIRLS 2026 NRC meeting and involved representatives from 49 countries. The TIMSS & PIRLS ISC prepared item writing guidelines that outlined the specifications for items according to the framework, described the digital item types and response formats available for PIRLS 2026, provided guidelines for writing items and scoring guides to help ensure comparable translations and adherence to best practices. With participants working in groups, each assigned to write items for at least two of the six literary texts selected for field test development, draft items and scoring guides were developed, discussed, and revised during the collaborative and lively workshop. The workshop resulted in an impressive

PIRLS 2026 has completed the project's development phase, having recently published the PIRLS 2026 Assessment Frameworks and embarked on the final preparations of the international version of the field test instruments. The work, led by the TIMSS & PIRLS International Study Center (ISC), was supported through collaboration with the PIRLS 2026 Reading Development Group (RDG), Questionnaire Development Group (QDG), and National Research Coordinators. The framework updates acknowledge PIRLS’ transition to a fully digital assessment and include revisions to reflect evolving theories of reading comprehension and current research on the home and school factors related to reading achievement. Development of the achievement items began last year with the selection of literary texts and identification of topics for web-based informational texts. It culminated this year with an item writing workshop in February at the second PIRLS 2026 NRC meeting. Updating the context questionnaires for the current cycle was an iterative process involving input and feedback from the QDG and NRCs. The PIRLS 2026 Assessment Frameworks provide the foundation for assessing reading and the contexts for learning to read and supporting students in the lifelong endeavor of reading to learn. Chapter 1, the PIRLS Reading Assessment Framework, defines reading literacy as

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delivery systems for the field test administration between March and April 2025. NRCs are also working with the PIRLS 2026 sampling team to identify their sampling frames and with their national center teams to prepare for field

number of items representing a range of item types. These items were then reviewed and revised by the TIMSS & PIRLS ISC staff and prepared for review by the RDG in April. Development of two new ePIRLS tasks, including the texts

test activities. The TIMSS & PIRLS ISC has released the initial set of survey operations procedures manuals, which focus on preparations of the field test instruments, sampling classes, and aspects of the field test administration. IEA Amsterdam will host a webinar for NRCs in September to preview the translation systems for RM’s

and items, were developed by the TIMSS & PIRLS ISC and were shared with the RDG in April and revised for review at the third PIRLS 2026 NRC meeting in June, along with the proposed field test items for the literary texts. In the months leading up to the September 2024 release of the PIRLS 2026 field

“The framework updates acknowledge PIRLS’ transition to a fully digital assessment and include revisions to reflect evolving theories of reading comprehension and current research on the home and school factors related to reading achievement.”

Assessment Master and the IEA StudyExpert . IEA Hamburg will conduct a Data Management Seminar for the field test in October. ■

test instruments for translation, the TIMSS & PIRLS ISC will work with the software platform developers from RM (achievement) and IEA Hamburg (questionnaires) to prepare the international version of the instruments in the digital

RECENT PUBLICATIONS RELATED TO PIRLS

PIRLS 2026 Assessment Frameworks Authors:

PIRLS Insights: Covid-19 Research Resources in PIRLS 2021 Authors: Maya Komakhidze, Katherine Reynolds, Erin Wry, Bethany Fishbein, Ann M. Kennedy, & Matthias von Davier Download via: pirls2021.org/wp-content/ uploads/doi/P21_Insights_Covid- 19_Research_Resources.pdf

PIRLS Insights: Aspects of Student Well-Being and Reading Achievement in PIRLS 2021 Authors: Katherine Reynolds, Maya Komakhidze, Bethany Fishbein, & Matthias von Davier Download via: pirls2021.org/wp-content/ uploads/2024/01/P21_Insights_ StudentWellbeing.pdf

Matthias von Davier & Ann M. Kennedy Download via: timssandpirls.bc.edu/pirls2026/ frameworks/index.html

IEA INSIDER 2024

A Vision for the TIMSS and PIRLS International Study Center BY MATTHIAS VON DAVIER, EXECUTIVE DIRECTOR OF THE TIMSS & PIRLS INTERNATIONAL STUDY CENTER AT BOSTON COLLEGE

The TIMSS and PIRLS International Study Center, based at Boston College, plays a pivotal role in driving innovation in international large-scale student assessment and provides leadership in assessing educational achievement globally.

A LONG AND DISTINGUISHED HISTORY The center’s origins date back to the mid-1990s, when Professor Al Beaton, a faculty member at the Lynch School of Education, brought the TIMSS project to Boston College. Soon, Dr. Ina V.S. Mullis, an energetic force in large-scale assessment, spearheaded the TIMSS initiative with Dr. Michael (Mick) Martin. They laid the foundation for a world- renowned international assessment center and the driving force behind many developments around TIMSS and PIRLS. Initially, the center operated as a modest two-person team, with Ina Mullis and Mick Martin leading the charge, helped by a few assistants and graduate students. Over the next two decades, TIMSS, conducted every four years, and PIRLS, added in 2001 and conducted every five years, evolved and grew steadily. With this, the number of staff grew as well, and under direction of Mick and Ina—who continued to lead many of aspects of the study while collaborating with IEA and sampling partners, as well as helping national centers succeed—the studies grew steadily. From the very beginning, the center was part of the Lynch School of Education and

Human Development at Boston College. To this date, this has been very beneficial for all parties involved, as it has led to many gifted students joining the center first as graduate students and often later as full-time staff. TIMSS and PIRLS data gained recognition worldwide. UNESCO lists them as valuable data sources for monitoring progress toward Sustainable Development Goal 4—providing quality education for all. JOINING THE TIMSS AND PIRLS LEADERSHIP When I joined Boston College as part of the full-time faculty in the Measurement, Evaluation, Assessment, and Statistics (MESA) group in 2020, my history with the International Study Center already covered almost 20 years. As a research scientist and later a research director at Educational Testing Service (ETS) in Princeton, NJ, I was serving the TIMSS and PIRLS center as the ETS consultant on call for the psychometric and statistical analysis team, and I was a member of the International Study Center’s project management team (PMT) since 2001, besides research on

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A GROWING TEAM FOR GROWING PROJECTS The International Study Center not only produced regular TIMSS and PIRLS reports, databases, and special projects but also played a central role in educating the next generation of international assessment scholars. Ina and Mick had a number of brilliant doctoral students at Boston College’s Lynch School, who went on to have distinguished careers at Boston College, the American Institutes of Research, the Educational Testing Service, and other places. The TIMSS and PIRLS projects are (and I am) lucky that several of these continued to work in the area of large-scale assessment, and several either continued to serve TIMSS and PIRLS directly or returned to Boston College to join the center as part of the new leadership team. Nobody at the TIMSS and PIRLS International Study Center, IEA, or anywhere else can claim they know and understand every aspect of these extremely complex international large- scale assessments. The transition to digital assessments brought new challenges and new opportunities. In addition, we started working with IEA on new studies, such as the Literacy and Numeracy Assessment (LaNA) for low- and middle-income countries, as well as the TIMSS 2023/2024 Longitudinal Study. Furthermore, we entered a new era where the international report has become a more interactive online resource and is augmented by subsequent

large-scale assessments, and my roles on NAEP, PISA, and PIAAC at ETS. I met and worked closely with Ina and Mick and many former and current staff members of the TIMSS and PIRLS International Study Center. Eventually, Mick and Ina retired after a long and distinguished career. The TIMSS and PIRLS International Study Center will be forever grateful for the solid foundation these two founders and visionaries laid for all of us to build on. Supported by Boston College’s Lynch School of Education and IEA, I was able to implement necessary changes to the leadership structure that enabled a wider group of experts to join the team and to help TIMSS and PIRLS move confidently into the future and succeed in continuing the growth of these projects.

“The TIMSS and PIRLS International Study Center will be forever grateful for the solid foundation these two founders and visionaries laid for all of us to build on.”

IEA INSIDER 2024

in-depth publications that delve into issues of interest to national centers and stakeholders worldwide. Therefore, the center relies on a larger group of experts, scholars, and professionals who manage the many different aspects of the study and collaborate across these different aspects to ensure we jointly succeed. I cannot list and describe every one of the outstanding members of our team with whom I have the privilege to work. I will only name those who are currently holding senior director positions and refer to their length of experience with TIMSS and PIRLS: • Senior Research Director, Project Management Dr. Ann Kennedy worked on PIRLS in the early years, and joined ETS to work on NAEP, PISA, PIAAC, and other projects, and rejoined the center in 2022, hitting the ground running and supporting the transition to a wider leadership base. • Senior Research Director, Digital Systems, Operations, and Quality Verification Dr. Ieva Johansone has worked at the study center since 2005 in different roles of increasingly higher responsibility. Ieva had prior experience as an IEA Hamburg staff member and a National Research Coordinator for IEA studies. • Senior Research Director, Statistics, Psychometrics, and Sampling Dr. Eugenio Gonzalez worked at the TIMSS and PIRLS International Study Center as the lead analyst until 2003, then in a variety of high-level functions at ETS on international assessments for IEA and OECD studies and rejoined us in 2024. (Welcome back, Eugene. We are very happy to have you on board!)

These three scholars alone bring together more than six decades of combined expertise and direct TIMSS and PIRLS work experience. I consider myself extremely lucky and am very proud to work every day with these individuals, but not only with these. Unfortunately, due to the word count restrictions of the IEA Insider , I am unable to list every name of the outstanding people I have the privilege to work with. In lieu of naming everyone at the center, and to provide further information about the deep and broad expertise we can rely on, I invite everyone to take a look at the staff page of our website: timssandpirls.bc.edu/isc/staff.html The TIMSS and PIRLS International Study Center’s journey— from humble beginnings to global prominence—reflects visionary leadership, dedication, and a commitment to excellence in educational assessment. We pledge to continue this journey as a team and help countries lead the projects to new heights. We have ambitious plans to continue the journey and ensure the long tradition of TIMSS and PIRLS amalgamates successfully with necessary innovations and updates to keep up with a changing and increasingly more digital world. ■

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ICCS 2027: Shaping the Future of Youth and Civic and Citizenship Education Worldwide

BY MARIA MAGDALENA ISAC, ANDRÉS SANDOVAL-HERNÁNDEZ, & JAN-PHILIPP WAGNER

ICCS 2027 comes at a time when societies and young people face multiple and complex social challenges, including the climate crisis, mass migration movements, eroding trust in democratic processes and increasing political polarization, the surge of populist and authoritarian ideologies, rapid AI evolution, cybersecurity challenges, the proliferation of fake news and the battle against disinformation, and the rise of violent conflicts and war. The importance of preparing young people to be informed, responsible, and engaged citizens is higher than ever, as is the importance of access to high-quality citizenship education. The ICCS 2027 consortium is currently engaged in a review and update of the ICCS Assessment Framework that aims to take all these societal challenges and emerging topics into account while engaging in a process of thoughtful innovation. Over its last three study cycles, ICCS recognized such challenges when devising its focus areas. ICCS 2022 included five focus areas that remain relevant. Recognizing their conceptual overlap, ICCS 2027 will continue to address and expand these focus areas by

Work for ICCS 2027 started earlier this year and kicked off with a productive first National Research Coordinators meeting at IEA’s premises in Hamburg. The ICCS 2027 consortium and the participating education systems are beginning work on the 2027 cycle with a strong commitment to uphold and strengthen ICCS’s role as the largest international, and only dedicated study of civic and citizenship education, focusing on citizenship learning within the school context. While developing the framework and procedures for the next ICCS cycle, particular attention is given to strengthening the unique ways in which the study informs educational policy, research, and practice in different countries by: • Providing comparative data and trends on citizenship learning outcomes, including civic knowledge, attitudes, and engagement; • Offering insights into the intended and implemented curricula for civic and citizenship education across different countries; • Fostering a better understanding of teacher preparedness and professional beliefs in the area of civic and citizenship education; • Highlighting actionable aspects of schooling that can enhance the quality and impact of citizenship education curricula and practices; • Supplying reliable, comparative, and actionable input, process, and outcome indicators that can help monitor progress toward national and international education policy agendas such as the EU's European Education Area and the UN’s Agenda for Sustainable Development.

giving a prominent role to education for sustainable development and global citizenship, diversity and inclusion, digital citizenship, and young people’s civic resilience.

IEA INSIDER 2024

In addition, civic and citizenship education at school is the only malleable context where all future citizens can be reached. However, this educational context faces significant challenges, including a marginalized role in the curriculum, insufficient and inconsistent implementation, and contested professional standards. To address these challenges and take full advantage of the opportunity it represents, a new focus area in ICCS 2027 will expand on the Quality in Teaching Civics and Citizenship at school. This area will aim at a better understanding of educational practitioners’ professional standards, practices, and beliefs (including resilience or frailty in dealing with controversial issues) when teaching citizenship education. ■

RECENT PUBLICATIONS RELATED TO ICCS

ICCS 2022 International Report: Education for Citizenship in Times of Global Change Authors: Wolfram Schulz, John Ainley, Julian Fraillon, Bruno Losito, Gabriella Agrusti, Valeria Damiani, & Tim Friedman Download via: https:/ www.iea.nl/publications/

ICCS 2022 European Report: Young Citizens’ Views and Engagement in a Changing Europe Authors: Valeria Damiani, Bruno Losito, Gabriella Agrusti, &

Teachers for Change: Strategies for Sustainability in the Classroom and Beyond Authors: Valeria Damiani, Bruno Losito, & Gabriella Agrusti Download via: https://www.iea.nl/publications/ iea-teachers-snippet/teachers- change-strategies-sustainability- classroom-and-beyond

Wolfram Schulz Download via:

https://www.iea.nl/publications/ study-reports/national-reports- iea-studies/iccs-2022-european- reportbook/10.1007/978-3- 031-49580-9education-series

iccs-2022-international- reportusing-process-data

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ICCS 2027 INTERNATIONAL STUDY DIRECTORS

At the end of last year, it was announced that the new ICCS 2027 International Study Center would be located at the University of Bath, and will be led by the International Study Directors, Dr. Maria Magdalena Isac and Dr. Andrés Sandoval- Hernández. The International Study Center, to be located in the Department of Education, will play a central role in coordinating the activities of National Study Centers in participating countries.

We both grew up in very unequal contexts (Mexico and Romania) and were driven by a tremendous need to make a contribution in the world. Our careers in education research, with a strong commitment to educational quality and equity, have taken us from Mexico (Andrés) to Germany, and the UK; from Romania (Magda) to the Netherlands, Italy, and Belgium. In these trajectories, we've been fortunate to work with very diverse education systems, universities, and policy (e.g., the European Commission, UNESCO, UNICEF) and research organizations (e.g., IEA). We had the opportunity to collaborate with and learn from the most talented people in the fields of educational assessment and citizenship education and have been quite involved in citizenship education research and research for policy work. More than a decade ago, our paths crossed and a consistent story of collaboration emerged due to our joint strong belief that ICCS can bring a unique body of findings that can inform education policy, research, and practice beyond any other international large-scale assessment out there.

Additionally, it will oversee other activities carried out by different teams in IEA, such as translation verification, quality control, and data processing. We put some questions to the new Study Directors to get to know them and to learn more about their plans for the study. What attracted you both to this role of ICCS 2027 International Study Director? The opportunity to lead such a unique and impactful international study on civic and citizenship education is extremely exciting. Given our background in civic and citizenship education research and international large- scale assessments, we feel this role aligns perfectly with our expertise and passion. From the beginning, we were particularly drawn to ICCS's focus on understanding how young people are prepared to undertake their roles as citizens in a rapidly changing world. The chance to shape the direction and impact of this crucial study and contribute to our understanding and improvement of civic and citizenship education practices worldwide is both a privilege and a huge responsibility, but we are ready to take on the challenge!

IEA INSIDER 2024

What do you most look forward to in further connecting to IEA’s network? IEA's network is the powerhouse of large-scale assessments in education. We are looking forward to deepening our engagement with IEA’s extensive network of researchers, practitioners, and policymakers from around the world, sharing knowledge and ideas to enhance civic and citizenship education. This network is extremely rich with diverse, innovative, and effective practices, and we aim to channel this wealth of expertise through our work in ICCS. We are looking forward to leveraging the IEA network to amplify the reach of ICCS research findings, influencing education policies and practices worldwide. We believe that fostering collaborative work with this community will ensure our work remains at the forefront of emerging trends and challenges, enhancing its relevance and impact. We are particularly interested in facilitating countries to learn from each other, turning the world into an educational laboratory where diverse experiences and innovations can be shared, tested, and refined to advance civic and citizenship education globally. What’s exciting about this next cycle of ICCS? There are several exciting aspects to ICCS 2027. The importance of preparing young people to be informed, responsible, and engaged citizens is higher than ever, as is the importance of access to high-quality citizenship education.

discussions with international experts, we decided to keep all five focus areas that were included for ICCS 2022 but add or strengthen specific topics within each area. Recognizing their conceptual overlap, ICCS 2027 will continue to address and expand these focus areas by giving a prominent role to education for sustainable development and global citizenship, diversity and inclusion, digital citizenship, and young people’s civic resilience.

“The importance of preparing young people to be informed, responsible, and engaged citizens is higher than ever.”

We’re also introducing a new focus area on “Quality in teaching civics and citizenship,” which aims to explore standards, practices, beliefs, and professional development needs of educators in citizenship education. This addition is especially timely given the complex challenges that citizenship education and teachers face today. Moreover, ICCS 2027 marks the first time we'll implement a fully computer-based assessment, opening new possibilities for data collection and analysis. This transition promises enhanced efficiency, expanded reach, and richer insights into student civic knowledge, attitudes, and engagement, as well as citizenship learning in a digital age.

Taking many societal challenges into account, and based on our overview of the field, feedback from NRCs, and

DATA IN ACTION

Overall, this cycle promises to provide valuable insights that can shape the future of civic and citizenship education.

findings from a Swedish longitudinal study on the political socialization of young people from ages 13 to 28. The main takeaway is that young people are active agents in their own political development, rather than passive objects of socializing institutions such as family, peers, schools, media, and civil society. This perspective is informative for our work as it highlights the importance of looking at youth as proactive participants in civic life who form their attitudes and behavior in interaction with multiple socialization agents. What makes you excited about Mondays? Andrés: Mondays are a bit of a roller coaster. I wake up with a list of ambitious goals, and by lunchtime, I'm debating with myself over which ones are absolutely essential for world peace... or at least a productive week. More seriously, what excites me the most about Mondays is the chance to engage with a worldwide network of dedicated professionals and tackle educational challenges. It's this sense of shared purpose and potential for real change that makes Mondays a day I genuinely look forward to. Magda: Mondays are a time of new beginnings and opportunities. I see them as a chance to regroup, refocus, prioritize, and set our intentions for the week ahead. Contributing to something as meaningful as advancing civic and citizenship education globally is definitely something to be excited about. ■

What have you read recently that you recommend? Andrés: I recently read two very interesting books: Sapiens: A Brief History of Humankind and Homo Deus: A Brief History of Tomorrow by Yuval Harari. These books offer a broad perspective on humanity's past and potential future. Harari is a unique historian because instead of studying specific periods of humanity like the Renaissance, he focuses on the truly grand stories of Humanity. For example, how did it happen that human beings are now the dominant species on the planet when, at some point, we were on equal footing with reptiles or birds? How did we go from being a group of primates “minding their own business” to building cities like the ones we inhabit today? How did we come to have quasi-divine powers, such as the ability to extend our life expectancy, or create artificial intelligence? The answer, according to Harari, is because we are the only species capable of collaborating flexibly, in large numbers, and for long periods, and because we do that through the stories we create and believe. I believe that analyzing these stories is essential for understanding the foundations and the future of our civic and citizenship values. Magda: We are currently engaged in extensive reading as part of our efforts to update and broaden the ICCS framework. I’m currently reading a recent book by Håkan Stattin titled Understanding Adolescents’ Political Agency: Examining How Political Interest Shapes Political Development . This book presents a comprehensive body of empirical

Understanding Adolescents’ Political Agency: Examining How Political Interest Shapes Political Development.

IEA INSIDER 2024

Enrollment and Outreach for ICCS 2027—Building Research Collaborations

BY RALPH CARSTENS & LAUREN MUSU

ICCS 2022 recently wrapped up, marking a significant milestone in the field of civic and citizenship education and providing a wealth of publicly available, open resources including the framework, international and European reports, the open- access international database and respective user guide, and a technical report. Numerous national reports, Compass Briefs , Teacher Snippets , journal articles, and other publications are either readily available or will be released in the coming months and years.

The conclusion of ICCS 2022 heralds the beginning of the next cycle in 2027. The ICCS 2027 ISC at the University of Bath and IEA invited existing participants and all of its members to participate in the new cycle. Among the first to confirm were Chinese Taipei, Chile, and Spain. Key insights from ICCS 2022 and strategic directions for its future were discussed at the final NRC meeting in Amsterdam in June 2023. In February, the first meeting of ICCS 2027 NRCs and representatives from confirmed and interested countries was held in Hamburg. The meeting aimed to present conceptual plans and operational approaches and to hold in-depth discussions about the study’s direction and priorities in the context of rapidly changing national, regional, and global contexts (see page 19 for further details on the outcomes of this meeting).

Europe, the study has been generously supported by the European Commission’s Education, Audiovisual, and Culture Executive Agency, which provides significant funding to enable Erasmus+ countries to participate. Education for democratic citizenship plays a crucial role in the European Education Area strategic framework and discussions on an EU-level indicator based on ICCS’s civic knowledge test are ongoing. At the time of writing, 19 eligible countries have confirmed their intent to join ICCS 2027 and additional ones are expected pending final decisions from ministry officials. “There is still an open opportunity for countries to enroll in this unique study and to join us in shaping the future of civics and citizenship education.”

IEA’s commitment to international research collaboration and comparative debate is exemplified through ICCS. In

DATA IN ACTION

Similarly, in Asia, outreach efforts have included visits to member organizations, previous national study centers, and partners in Thailand, the Republic of Korea, and Chinese Taipei. The primary purpose of these meetings is to learn about developments, debates, and data needs at the country level.

In the Latin American and Caribbean region, IEA and ISC leadership have actively engaged with numerous IEA members and partners. Visits and regional meetings in Chile, Peru, Colombia, and the Dominican Republic have resulted in several countries expressing their intention to join ICCS 2027 or requesting additional information.

IEA's Andrea Netten and Paulína Koršňáková attended a meeting at UNESCO's regional office in Santiago, Chile.

IEA’s Juliane Hencke and Ralph Carstens met with the National Youth Policy Institute leadership in Sejong, Republic of Korea.

The ICCS Study Directors Maria Magdalena Isac and Andrés Sandoval-Hernández participated in the Latin American Summit on Education Quality Assessment organized by ICFES and UNESCO in San Andrés, Colombia.

IEA's Andrea Netten and Paulína Koršňáková met with the Office of the Education Council in Bangkok, Thailand for a collaborative and successful meeting.

shaping the future of civics and citizenship education. For more information and to start a conversation, contact IEA Amsterdam Director, Dr. Andrea Netten a.netten@iea.nl . We hope you consider joining ICCS 2027! ■

IEA has also engaged in meaningful conversations with international organizations interested in ICCS insights and data. These include the European Commission, the Council of Europe, and UNESCO. Furthermore, collaborations with civil society networks such as the Global Education Network Europe (GENE), Networking European Citizenship Education (NECE), and the newly established Network 34 in the European Educational Research Association (EERA) have been crucial in understanding current dialogues and raising awareness about both the completed and upcoming study cycles. As ICCS 2027 moves forward, the next major milestone will be the discussion of framework amendments, assessment designs and materials, and questionnaire developments at the second NRC meeting scheduled for the week of 11 to 15 November in Brussels. The second NRC meeting is open to all interested countries, and there is still an open opportunity for countries to enroll in this unique study and to join us in

ICCS 2022 International Database Available

Available in SPSS, SAS, and R, the International Database is now freely available and is accompanied by the IEA International Database Analyzer, a downloadable application developed by IEA to facilitate the analyses of ICCS data as well as data from other large-scale assessments. ICCS 2022 examined civic and citizenship education across 22 countries and two benchmarking participants from a 23rd country. Approximately 82,000 lower-secondary students from about 3,400 schools, along with roughly 40,000 teachers, participated in the study. This array of data contains achievement and contextual data aimed at building an understanding of how countries prepare their young people for citizenship.

Access the ICCS 2022 IDB here: iea.nl/data-tools/repository/iccs

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