ICILS 2018 Fact Sheet
- Long title
- Frequency of data collection
- Previous cycles
- Research questions
- Assessment domain(s)
- Study framework (summary)
- Participating entities
- Target population and sample (summary)
- Data collection techniques and instruments (summary)
- Study director(s)
- Study website(s)
- Related studies
- 2015: framework revision and instrument development
- 2016: establishment of testing platform and instruments
- 2017: field trial
- 2018: finalization of framework
- 2018 (February –June): data collection (Northern Hemisphere)
- 2018 (October–December): data collection (Southern Hemisphere)
- 2019 (November): release of international reports
- Assess systematically the capacities of students to use ICT productively for a range of different purposes, in ways that go beyond the basic use of ICT.
- Ascertain student preparedness for study, work, and life in the digital age.
- Measure international differences in students’ computer and information literacy (CIL), i.e., their ability to use computers to investigate, create, and communicate in order to participate effectively at home, at school, in the workplace, and in the community.
- Measure international differences in students’ computational thinking (CT) achievement, i.e., their abilities to recognize and operationalize real-world problems using computational formulations on computers or other digital devices. This was offered to participating education systems as an international option.
- Collect a rich array of data from students in the eighth grade in order to enable investigation of the factors that influence student CIL (and CT).
- Provide education systems and policymakers with an important source of data on the contexts and outcomes of CIL- and CT-related abilities of students and how these relate to school and out-of-school contexts that support learning.
Computer and Information Literacy (CIL)
- What variations exist across countries, and within countries, in students’ computer and information literacy?
- What aspects of schools and countries are related to students’ computer and information literacy?
- What are the relationships between students’ levels of access to, familiarity with, and self-reported proficiency in using computers and their computer and information literacy?
- What aspects of students’ personal and social backgrounds (such as gender, and socioeconomic background) are related to students’ computer and information literacy?
Computational Thinking (CT)
- What variations exist across countries and within countries, in students’ computational thinking?
- What aspects of schools and countries are related to students’ computational thinking?
- What are the relationships between students’ levels of access to, familiarity with, and self-reported proficiency in using computers and their computational thinking?
- What aspects of students’ personal and social backgrounds (such as gender, and socioeconomic background) are related to students’ CT?
- What is the association between students’ computer and information literacy and computational thinking?
- Computer literacy
- Information literacy
- Computational thinking
The computer and information literacy (CIL) and computational thinking (CT)
They are based on two structural elements:
- Strands – the overarching conceptual categories used to frame the skills and knowledge addressed by the instruments.
- Aspects – the specific content categories within a single strand.
Strand 1: Understanding computer use
- Refers to the fundamental technical knowledge required for the operational use of computers as tools for dealing with information.
- Has two aspects:
- Foundations of computer use
- Computer use conventions
Strand 2: Gathering information
- Focused on receptive and organizational elements of information processing and management
- Has two aspects:
- Accessing and evaluating information
- Managing information
Strand 3: Producing information
- Focused on using computers as productive tools for thinking and creating.
- Has two aspects:
- Transforming information
- Creating information
Strand 4: Digital communication
- Focused on competencies related to social networking and social, legal and ethical responsibilities associated with information sharing.
- Has two aspects:
- Sharing information
- Using information safely and securely
Strand 1: Conceptualizing problems
- Refers to the idea that before developing solutions, problems must be understood and framed in a way that allows algorithmic or systems thinking to assist in the process of developing solutions.
- Has three aspects:
- Knowing and understanding digital systems
- Formulating and analyzing problems
- Collecting and representing relevant data
Strand 2: Operationalizing solutions
- Was associated with creating, implementing, and evaluating computer-based system responses to real-world problems.
- Has two aspects:
- Planning and evaluating solutions
- Developing algorithms, programs and interfaces
The contextual framework
- The individual:
- Characteristics of the learner
- Processes of learning
- Learner’s level of CIL/CT
- Home environment related to a student’s background characteristics, especially in terms of the learning processes associated with:
- Other immediate out-of-school contexts
- Schools and classrooms encompassed all school-related factors (at both classroom and school level).
- Wider community:
- Local community contexts (e.g., remoteness, Internet access etc.)
- Characteristics of the education system and country
- Global context
- CIL: 12 countries and two benchmarking participants
- CT: 8 countries and one benchmarking participant
- Countries: Chile, Denmark, Finland, France, Germany, Italy, Kazakhstan, Republic of Korea (hereafter referred to as Korea, for ease of reading), Luxembourg, Portugal, The United States of America, and Uruguay
- Benchmarking participants: Moscow (Russian Federation), North Rhine-Westphalia (Germany)
- Countries: Denmark, Finland, France, Germany, Korea, Luxembourg, Portugal, and the United States
- Benchmarking participant: North Rhine-Westphalia (Germany)
The ICILS target population comprises students in their eighth year of schooling. In most education systems, the eighth year of schooling is Grade 8, provided that the average age of students are 13.5 years or above. In education systems where the average age in Grade 8 is below 13.5, Grade 9 is defined as the ICILS target population.
The population for the ICILS teacher survey was defined as all teachers teaching regular school subjects to the students in the target grade at each school sampled.
ICILS also administered separate questionnaires to principals and designated ICT-coordinators in each school.
ICILS collected data from over 46,000 Grade 8 (or equivalent) students in more than 2,200 schools from 14 education systems within countries. These student data were augmented by data from over 26,000 teachers in those same schools and by contextual data collected from school ICT coordinators, school principals, and the ICILS national research centers.
- Test of CIL and CT
- Student questionnaire
- National context survey (one per country, completed by staff in national centers)
Online with paper-based option
- Teacher questionnaire
- School questionnaires (principal and ICT coordinator)
1016 EE Amsterdam
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Australian Council for Educational Research (ACER)
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