This report presents a comparison study which was conducted by the National Center of Education Statistics (NCES) and the American Institutes for Research (AIR) and aims to understand the differences and similarities between the assessment framework targets and the characteristics of assessment items in two assessments: the Technology and Engineering Literacy (TEL) assessment, initiated by the U.S. Department of Education, and the International Computer and Information Literacy Study (ICILS), initiated by the International Association for the Evaluation of Educational Achievement (IEA).
The study found many similarities, e.g., both have a focus on information and communication technologies, and both are digital-based assessments that use interactive features in item design. However, there are differences between the two assessments in framework scope and item characteristics. As far as the framework is concerned, this report highlights that identifying the comparable and incomparable targets allows a more nuanced analysis of student performance in each of these assessments. As far as the comparison of item formats is concerned, the report notes that these can affect the actual participating student sample or have effects on student performance. Similarities and differences need to be considered when students’ performance in the two assessments is to be compared.
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