ICILS 2018 Fact Sheet

Long title
International Computer and Information Literacy Study 2018
Frequency of data collection
Every 5 years
Previous cycles
2013
Schedule
  • 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
Objectives
  • 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.
Research questions

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?
Assessment domain(s)
  • Computer literacy
  • Information literacy
  • Computational thinking
Study framework (summary)
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.

 

CIL framework

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

 

CT framework

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:
    • Family
    • Home
    • 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
Participating entities

Numbers

  • CIL: 12 countries and two benchmarking participants
  • CT:  8 countries and one benchmarking participant

Lists

  • CIL
    • 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)
  • CT
    • Countries: Denmark, Finland, France, Germany, Korea, Luxembourg, Portugal, and the United States
    • Benchmarking participant: North Rhine-Westphalia (Germany)
Target population and sample (summary)

Target population

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.

 

Sample

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.

Data collection techniques and instruments (summary)

Computer-based

  • 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)
Initiator
Study director(s)
Contact

IEA Amsterdam

Keizersgracht 311

1016 EE Amsterdam

The Netherlands

Tel. +31 20 625 3625

Fax +31 20 420 7136

E-mail secretariat@iea.nl

http://www.iea.nl

 

IEA Hamburg

Überseering 27

22297 Hamburg

Germany

Tel. +49 40 48500 500

Fax +49 40 48500 501

E-mail icils@iea-hamburg.de

http://www.iea.nl

 

Australian Council for Educational Research (ACER)

19 Prospect Hill Rd Camberwell

VIC 3124 Australia

Tel. +61 3 9255 5555

Fax +61 3 9255 5500

E-mail icils@acer.edu.au