The assignment focuses on measuring learning gains of the GO! strong 'active citizenship' because of the central position in the renewed PPGOI. In addition to active citizenship, the PPGO! that each individual student should have the maximum opportunity to develop his or her identity and personality. The degree to which students make progress in the field of talent development and well-being is therefore chosen as an additional domain for learning gains tailored to the GO! to measure. That way, the PPGO! in his breadth researched in terms of content and this will be integrated in measuring learning profit tailored to the GO!

The proposal starts with a theoretical framework in which the importance of citizenship in the curriculum is first explained. Tests should be curriculum bound, so the influential power of teacher and school can be identified. The study wants to deliver tailor-made solutions fully tailored to the strategy and operation of the GO !. Many existing instruments are curriculum independent and therefore not useful for this research. The aim of the study is to ensure that the measuring instruments, in terms of content, form and report, are fully in line with the projects and curricula of the GO !.

Attention is paid to characteristics related to active citizenship. For example, the influence of teacher characteristics and context characteristics should be further investigated, for which no usable measuring instruments are available. This research wants to bring new insights in the field of learning profit to the surface based on their own methodologies.

For the execution of the study, 5 goals are set:

1. Defining learning profit in the broad sense tailored to the GO!
2. Developing a test battery to measure learning gain
3. Developing detailed research design (including for the baseline measurement and for subsequent measurements)
4. Identifying differences in student learning performance (baseline measurement)
5. The identification of pupil class and school characteristics related to the differences in learning performance (input *, process and context characteristics must be addressed.