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IEA International Computer and Information Literacy Study 2018 Assessment Framework.

Bibliographic Details
Main Author: Fraillon, Julian.
Other Authors: Ainley, John., Schulz, Wolfram., Duckworth, Daniel., Friedman, Tim.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2019.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Foreword
  • Contents
  • CHAPTER 1: Introduction
  • 1.1 Overview
  • 1.2 Purposes of ICILS
  • 1.3 Purpose of the ICILS assessment framework
  • 1.4 Background to the study
  • 1.5 Computer and information literacy
  • 1.6 Computational thinking
  • 1.7 Recent education policy developments related to CIL and CT
  • 1.8 Research on the use of digital technologies in learning
  • 1.9 Research questions
  • 1.9.1 Computer and information literacy
  • 1.9.2 Computational thinking
  • 1.10 Participants and instruments
  • 1.10.1 Participants and sampling
  • 1.10.2 Instruments
  • CHAPTER 2: Computer and information literacy framework
  • 2.1 Overview
  • 2.2 Defining computer and information literacy
  • 2.3 Revising the structure of the computer and information literacy construct
  • 2.4 Structure of the ICILS 2018 computer and information literacy construct
  • 2.5 Strands and aspects of computer and information literacy
  • 2.5.1 Strand 1: Understanding computer use
  • Aspect 1.1 Foundations of computer use
  • Aspect 1.2 Computer use conventions
  • 2.5.2 Strand 2: Gathering information
  • Aspect 2.1: Accessing and evaluating information
  • Aspect 2.2: Managing information
  • 2.5.3 Strand 3: Producing information
  • Aspect 3.1: Transforming information
  • Aspect 3.2: Creating information
  • 2.5.4 Strand 4: Digital communication
  • Aspect 4.1: Sharing information
  • Aspect 4.2: Using information responsibly and safely
  • CHAPTER 3: Computational thinking framework
  • 3.1 Overview
  • 3.2 Defining computational thinking
  • 3.3 Structure of the ICILS 2018 computational thinking construct
  • 3.4 Strands and aspects of computational thinking
  • 3.4.1 Strand 1: Conceptualizing problems
  • Aspect 1.1: Knowing about and understanding digital systems
  • Aspect 1.2: Formulating and analyzing problems
  • Aspect 1.3: Collecting and representing relevant data.
  • 3.4.2 Strand 2: Operationalizing solutions
  • Aspect 2.1: Planning and evaluating solutions
  • Aspect 2.2: Developing algorithms, programs and interfaces
  • CHAPTER 4: Contextual framework
  • 4.1 Overview
  • 4.2 Classification of contextual factors
  • 4.3 Contextual levels and variables
  • 4.3.1 The wider community context
  • Antecedent variables at the level of the wider community
  • Process-related variables
  • 4.3.2 School/classroom context
  • Antecedent variables at the school/classroom level
  • Process-related variables at the school/classroom level
  • 4.3.3 Home context
  • Antecedent variables related to the home environment
  • Process-related variables related to the home environment
  • 4.3.4 Individual context
  • Antecedent variables at the individual level
  • Process-related variables at the individual level
  • CHAPTER 5: ICILS instruments
  • 5.1 Test instrument overview
  • 5.1.1 Test interface
  • 5.2 The ICILS test instrument design
  • 5.2.1 CIL test modules
  • 5.2.2 CT test modules
  • 5.2.3 Test module rotation
  • 5.3 Types of assessment task: CIL
  • 5.3.1 Task type 1: Information-based response tasks
  • 5.3.2 Task type 2: Skills tasks
  • 5.3.3 Task type 3: Authoring tasks
  • 5.4 Types of assessment task: CT
  • 5.4.1 Task type 4: Nonlinear systems transfer tasks
  • 5.4.2 Task type 5: Simulation tasks
  • 5.4.3 Task type 6: Visual coding tasks
  • Visual coding test environment
  • Algorithm construction tasks
  • Algorithm debugging tasks
  • 5.5 Mapping test items to the CIL and CT frameworks
  • 5.6 The ICILS student questionnaire and context instruments
  • 5.6.1 Student questionnaire
  • 5.6.2 Teacher questionnaire
  • 5.6.3 School questionnaires
  • Principal questionnaire
  • ICT coordinator questionnaire
  • 5.6.4 National contexts survey
  • References
  • APPENDIX: Organizations and individuals involved in ICILS 2018.
  • International study center
  • Staff at ACER
  • International Association for the Evaluation of Educational Achievement (IEA)
  • Staff at the IEA Amsterdam
  • Staff at the IEA Hamburg
  • SoNET Systems
  • Staff at SoNET Systems
  • ICILS sampling referee
  • National research coordinators
  • Chile
  • City of Moscow (Russian Federation)
  • Denmark
  • Finland
  • France
  • Germany and North-Rhine Westphalia (Germany)
  • Italy
  • Kazakhstan
  • Luxembourg
  • Portugal
  • Republic of Korea
  • United States of America
  • Uruguay.

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