International Computer and Information Literacy Study Assessment Framework

Overview 7 Purpose of the study 7 Background to the study 7 The place of CIL in relation to traditional disciplines 10 Research questions, participants, and instruments 12 Computer and information literacy framework 15 Overview 15 Defining computer and information literacy 16 Structure of the computer and information literacy construct 18 Strands and aspects 19 Contextual framework 25 Overview 25 Classification of contextual factors 25 Contextual levels and variables 27 Assessment design 35 The ICILS test design 35 The ICILS test instrument 36 Types of assessment task 36 Mapping test items to the CIL framework 43 The ICILS student questionnaire and context instruments 44 Foreword As an international, nonprofit cooperative of national research institutions and governmental research agencies, the International Association for the Evaluation of Educational Achievement (IEA) has conducted more than 30 large-scale comparative studies in countries around the world. These studies have reported on educational policies, practices, and learning outcomes on a wide range of topics and subject matters. These investigations have proven to be a key resource for monitoring educational quality and progress within individual countries and across a broad international context. The International Computer and Information Literacy Study (ICILS) follows a series of earlier IEA studies that had, as their particular focus, information and communication technologies (ICT) in education. The first of these, the Computers in Education Study (COMPED), was carried out in 1989 and again in 1992 for the purpose of reporting on the educational use of computers in the context of emerging governmental initiatives to implement ICT in schools. The next series of projects in this area was the Second These projects provided an update on the implementation of computer technology resources in schools and their utilization in the teaching process. The continuing rapid development of computer and other information technologies has transformed the environment in which young people access, create, and share information. Many countries, having recognized the imperative of digital technology in all its forms, acknowledge the need to educate their citizens in the use of these technologies so that they and their society can secure the future economic and social benefits of proficiency in the use of digital technologies. Within this context, many questions relating to the efficacy of instructional programs and how instruction is progressed in the area of digital literacy arise. ICILS represents the first international comparative study to investigate how students are developing the set of knowledge, understanding, …