IEA International Computer and Information Literacy Study 2018 Assessment Framework.

• Author: Fraillon, Julian.
• TeilnehmendeR: Ainley, John.; Schulz, Wolfram.; Duckworth, Daniel.; Friedman, Tim.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2019.; Ã2019.
• Year of Publication: 2019
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (77 pages)

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.