An Overview of the International Computer and Information Literacy Study 2018

• In Event: Moscone Center North Roundtable Session 4
  In Roundtable Session: International Computer and Information Literacy Study 2018: Situating U.S. Results Within an International Context

Abstract

Computer and information literacy skills are essential in today’s digital society. These skills can influence students’ current achievement as well as future educational and occupational outcomes. The International Computer and Information Literacy Study (ICILS), first conducted in 2013, was developed to provide policymakers and educators with information on students’ digital literacy. This paper will provide information on the assessment framework and study design for the second cycle of ICILS, conducted in 2018 across 14 countries. It will summarize the purpose and structure of the study and provide details on country participation, sampling procedures, assessment tasks, context questionnaires, and the international database.

The primary purpose of ICILS 2018 was to assess students’ capacity to use information and communication technologies in productive and varied ways that go beyond a basic use. The study administered authentic computer-based assessments to Grade 8, or equivalent, students. ICILS 2018 included two major learning outcomes, Computer and Information Literacy (CIL) and Computational Thinking (CT). The study also aimed to examine the associations of CIL and CT with students’ background characteristics and contextual factors in their home and school environments.

The ICILS 2018 assessment consisted of different modules each of which combined smaller discrete tasks with larger and more complex tasks. Larger tasks included activities such as using a website builder to plan and create a webpage or using an online database to select and adapt information to create an information sheet for their peers.

All 14 countries participating in ICILS 2018 assessed CIL. Overall, this assessment measured how well students could:
• Demonstrate basic knowledge and understanding of computer use;
• Search for and judge the relevance and reliability of digital information;
• Manage digital information;
• Edit and create information products to suit a specific audience and purpose;
• Understand how computers can be used for communication and information sharing; and
• Understand the implications surrounding the safe and ethical use of digital information.

In ICILS 2018, CT was assessed in addition to CIL in nine countries. This assessment measured how well students could:
• Demonstrate basic knowledge and understanding of digital systems and their potential to solve real-world problems;
• Describe problems in ways that make them amenable to the application of digital solutions;
• Collect and represent data that can be used to frame and evaluate digital solutions to problems;
• Plan the broad parameters and possible key algorithmic features of a digital solution to a problem; and
• Create and modify algorithmic solutions to problems.

Following the assessment, students were asked to complete questionnaires that included demographic questions and questions on their use of computer technologies in and out of school. Teacher and school questionnaires were administered to collect data on policies, curriculum, resources, and practices related to CIL as well as the use of information and communication technology in teaching. In addition, national context questionnaires were given to each of the countries. All of these instruments will be described in more detail in the final paper.

Author

• Lauren Elizabeth Musu, International Association for the Evaluation of Educational Achievement