Publication Date

8-2015

Comments

Edited by: Julian Fraillon, Wolfram Schulz, Tim Friedman, John Ainley, Eveline Gebhardt

Contributors: John Ainley, Ralph Carstens, Diego Cortes, David Ebbs, Julian Fraillon, Tim Friedman, Eveline Gebhardt, Michael Jung, Paulína Koršnˇáková, Sabine Meinck, Wolfram Schulz

Abstract

The International Computer and Information Literacy Study (ICILS) studied the extent to which young people have developed computer and information literacy (CIL) to support their capacity to participate in the digital age. ICILS systematically investigated differences in CIL outcomes across the participating countries and looked at how these countries provide CIL-related education. The study also explored differences within and across countries with respect to the relationship between the outcomes of CIL education and student characteristics and school contexts. Chapter 1 of this report presents an overview of the International Computer and Information Literacy Study. Chapters 2 and 3 are concerned with the ICILS test. Chapter 2 focuses on the development of the tests, and Chapter 3 provides an account of the computer-based assessment systems. Chapter 4 details the development of the questionnaires used in ICILS for gathering data from students, teachers, principals, and school ICT coordinators. The chapter also provides an outline of the development of the national contexts survey, completed by the NRCs. Chapters 5 through 9 focus on the implementation of the survey in 2013. Chapter 5 describes the translation procedures and national adaptations used in ICILS. Chapter 6 details the sampling design and implementation, while Chapter 7 describes the sampling weights that were applied and documents the achieved participation rates. Chapter 8, which describes the field operations, is closely linked to Chapter 9, which reports on the feedback and observations gathered from the participating countries during the data collection. Chapters 10 through 13 are concerned with data management and analysis. Chapter 10 describes the data-management processes that resulted in the creation of the ICILS database. Chapter 11 details the scaling procedures for the CIL test or how the responses to tasks and items were used to generate the scale scores and proficiency levels. Chapter 12 describes the analogous scaling procedures for the questionnaire items (mainly the student and teacher questionnaires). The final chapter, Chapter 13, presents an account of the analyses that underpinned the ICILS 2013 international report (Fraillon et al., 2014).

Place of Publication

Amsterdam, The Netherlands

Publisher

IEA Secretariat

ISBN

9789079549306

Download

Share

 
COinS