《ICILS2023评估框架发布（英）.docx》由会员分享，可在线阅读，更多相关《ICILS2023评估框架发布（英）.docx（92页珍藏版）》请在三一办公上搜索。
1、IEAInternationalComputerandInformationLiteracyStudy2023ASSESSMENTFRAMEWORKJulianFraillonMojcaRozmanEditorsInternationalComputerandInformationLiteracyStudy2023AssessmentFrameworkJulianFraillonMojcaRozman(Eds.)JulianFraillonDanielDuckworthMojcaRozmanSaraDexterJeppeBundsgaardWolframSchulzInternationalC
2、omputerandInformationLiteracyStudy2023AssessmentFrameworkErasmus+JulianFrailtonTheInternationalAssociationfortheEvaluationofEducationalAchievementAmsterdamTheNetherlandsDanielDuckworthTheInternationalAssociationfortheEvaluationofEducationalAchievementAmsterdamTheNetherlandsJeppeBundsgaardAarhusUnive
3、rsityCopenhagen,NVDenmarkMojcaRozmanTheInternationalAssociationfortheEvaluationofEducationalAchievementHamburgGermanySaraDexterUniversityofVirginiaCharlottesville,VirginiaUSAWolframSchulzTheAustralianCouncilforEducationalResearchCamberwell,VictoriaAustraliaIEAKeizersgracht3111016EEAmsterdamTheNether
4、landsTelephone:+31206253625Fax:+31204207136Email:secretariatiea.nlWebsite:TheInternationalAssociationfortheEvaluationofEducationalAchievement(IEA),withhead-quartersinAmsterdam,isanindependent,internationalcperativeofnationalresearchin-Stitutionsandgovernmentalresearchagencies.Itconductslarge-scaleco
5、mparativestudiesofeducationalachievementandotheraspectsofeducation,withtheaimofgainingin-depthun-derstandingoftheeffectsofpoliciesandpracticeswithinandacrosssystemsofeducation.CoverdesignbyStudioLakmoeszAmhem,TeNetherlands.InternationalAssociationfortheEvaluationofEducationalAchievement(IEA)2023.Thi
6、sbookisanopenaccesspublication.OpenAccessThisbookislicensedunderthetermsoftheCreativeCommonsAttribution-Noncommercial4.0InternationalLicense(whichpermitsanynonmmercialuse,sharing,adaptation,distri-butionandreproductioninanymediumorformat,aslongasyougiveappropriateedittotheoriginalauthor(s)andthesour
7、ce,providealinktotheCreativeCommonslicenseandindicateifchangesweremade.TheimagesorotherthirdpartymaterialinthisbkareincludedinthebksCreativeCommonslicense,unlessindicatedotherwiseinacreditlinetothematerial.IfmaterialisnotincludedinthebooksCreativeCommonslicenseandyourintendeduseisnotpermittedbystatu
8、toryregulationorexceedsthepermitteduse,youwillneedtoobtainpermissiondirectlyfromthepyrightholder.Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevantprotectivelawsandregula
9、tionsandthereforefreeforgeneraluse.Thisworkissubjecttopyright.Allxnmercialrightsarereservedbytheauthor(s),whetherthewholeorpartofthematerialisncemed,specificallytherightsoftranslation,reprinting,reuseofillustrations,recitation,broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,andtransmiss
10、ionorinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodologynowknownorhereafterdeveloped.Regardingthesecommercialrightsanon-exclusivelicensehasbeengrantedtothepublisher.TheuseOfgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthisp
11、ublicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsucnamesareexemptfromtherelevantprotectivelawsandregulationsandthereforefreeforgeneraluse.Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationinthisbkaretobetrueandaccurateatthedateofpublication.Neitherthepubli
12、shernortheauthorsortheeditorsgiveawarranty,expressorimplied,withrespecttothematerialntainedhereinorforanyerrorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregardtojurisdictionaldaimsinpublishedmapsandinstitutionalaffiliations.TheEuropeanCommissionsupportfortheproductionofthispublica
13、tiondoesnotconstituteendorsementofthecontentswhichreflectsteviewsonlyoftheauthors,andteCommissioncannotbeheldresponsibleforanyusewhichmaybemadeofteinformationcontainedtherein.ForewordTheInternationalAssociationfortheEvaluationofEducationalAchievement(IEA)isanonprofitinde-pendentresearchorganizationt
14、hatiscommittedtoinvestigatingvariousaspectsofeducationsystems,measuringstrengths,weaknesses,andtrendsacrossinternationalcontexts.Morethan100educationsystemsacrosssixdecadeshaveparticipatedinlarge-scalecomparativestudies,andthishasbeenfurthersupportedbythecollaborativenetworkofscholars,researchers,po
15、licyanalysts,andtechnicalexpertsfromnationaleducationresearchcentersandgovernmentresearchagencies.Thereportsanddatastem-mingfromtheseinitiativeshaveprovidedfoundationalaspectsinsupportingeducationresearchaswellasevidence-basedpolicymaking.Furthermore,IEAhasalongstandinginterestintheapplicationofinfo
16、rmationandcommunicationtech-nology(ICT)ineducationwhichisinvestigatedthroughthelensoftheInternationalComputerandIn-formationLiteracyStudy(ICILS).This2023cyclemarksthethirdinstallmentofICILSanditstrenddata,althoughIEAhasconductedmultiplevariationsofICTlarge-scaleassessmentssince1989.Inquiriesintocont
17、extsandoutcomesofICT-relatededucationprograms,aswellashowschlsandteachersplayaroleinsupportingstudents*computerandinformationliteracyachievement,areessentialaspectstounder-stand;ICILSalsogoesfurtherbyinvestigatingstudentsproficiencyinusingcomputerstoexplore,eatezcommunicate,andparticipateeffectively
18、inadigitalworld,beitathome,inschool,theworkplace,orthecommunity.IEA,sresearchinthissubjecthasitsrootsinearlierstudiesliketheComputersinEducationStudy(COMPED)conductedin1989and1992zandtheSecondInformationTechnologyinEducationStudy(SITES)in19981999and2006.ICILS2013markedtheimplementationofthisstudy,in
19、which21ed-ucationsystemsaroundtheworldgathereddatainordertoassesshowgrade8studentswereevolvingtoengageinanincreasinglydigitalworld.Thisledtoacollectiveunderstandingthatmoreresearchandtrendmeasurementwerecrucialtoshapingpoliciesthatwouldenhancestudents/computerandinfor-mationliteracy(CIL)skills.Addit
20、ionally,itemphasizedthegrowingsignificanceofcomputationalthinking(CT)zanareaincreasinglyrelevantin21st-centuryeducation.ICILS2018andthe14educationsystemsthatparticipatedfurtheredthisgoalbyofferingcountriestheopportunitytoassessstudentsinCTaswell.Thisinnovationchallengedstudentsnotonlytoanalyzeproble
21、msandbreakthemdownintologicalstepsbutalsotograsphowcomputerscanbeemployedtosolvetheseproblemseffectively.ParticipationinICILS2023grewrapidly,areflectionofhowvaluabledataisonthisrapidlychangingfield,with35educationsystemsjoiningfromaroundtheworld.Digitalinformationresourcesaresorapidlydevelopingthata
22、dditionalquestionsrelatingtoearlyimpressionsofChatGPTwereoptionallyoffered.AlthoughthistlwaslaunchedinNovember2022,itquicklybecameanessentialpartofdigitallife,andthusitwasseenasanessentialfactortoincludeinthemainsurveydatacollection,despitelateadditionsnotbeingthestandardformatforIEAstudies.Thiswasa
23、nelectiveadditionforprincipalstofilloutvariousquestionssurroundingChatGPTzitsinfluence,perception,anduse.TheICILS2023assessmentframework,documentedwithinthispublication,servesasafoundationalresourcetodescribethecontext,constructs,anddesignoftheassessment,encompassingCILandCTskills.Whilebasedonthefra
24、meworkfromthetwopreviouscyclesfortrend,thisframeworkhasbeenmeticulouslyadaptedandrefinedtoaddressnewchallengesarisingfromevolvingeducationalrequisites.ThistransformationunderscoresthecontinuousgrowthanddevelopmentwithinICILS.Theremarkableeffortofthisassessmentframeworkcouldnothavecometofruitionwitho
25、utthededica-tionoftheICILSteam.Ioffermysinceregratitudetothemfortheirpivotalroles.Specialthanksgototheinternationalstudydirector,JulianFraillonzandtotheleadcontentanditemdevelopmentspecialist,DanielDuckworth.IwouldalsoliketoextendmyappreciationtocolleaguesatIEAAmsterdam,theNetherlands,andIEAHamburg,
26、Germany,fortheirunceasingsupport.MythanksfurthergototheIEAPublicationsandEditorialCommitteefortheircontributionstothereviewoftheframework.GratitudealsoextendstotheEuropeanCommissionSDirectorate-GeneralforEducation,Youth,SportandCulture(EAC)andEu-ropeanEducationandCultureExecutiveAgencyforEUfundingto
27、wardErasmus+countriesinrecognitionofthecontributionfromICILSdatatowarddevelopingEuropeaneducationpolicies.Furthermore,theEUprovidedadditionalsupportbycoveringthecostsOfWestemBalkanparticipantsinterestedinenrollment.ItsimportanttoacknowledgethatICILSwouldnotbepossiblewithoutthesteadfastcommitmentofna
28、tionalresearchcoordinatorsfromparticipatingcountries.Theyhaveplayedanindispensableroleinshapingandimplementingthisstudy,ensuringthatitreflectstheinterestsofabroadercommunityofresearchers,policymakers,andpractitioners.Withthecollaborativeeffortsofallinvolved,ourworkcon-tinuestoprovidehigh-qualitydata
29、fromlarge-scaleassessmentstobetterunderstandeducationsystemsandprovideevidence-basedimprovementsforthefuture.DirkHastedtEXECU11VEDIRECTORIEAContentsForewordv1 Introduction1JulianFraillonzSaraDexterzandJeppeBundsgaard1.1 Overview11.2 PurposesofICILS21.3 PurposeoftheICILSassessmentframework21.4 Backgr
30、oundtothestudy21.5 TheevolutionofCILandCTinIQLS41.6 RecenteducationpolicydevelopmentsandprogramsrelatedtoCILandCT51.7 SelectedresearchpublicationsusingICILSdatasince2018111.8 AreasofincreasedfocusinICILS2023141.9 Researchquestions161.10 Targetpopulationandinstruments161.11 rences182 Computerandinfor
31、mationliteracyframework25JulianFraillonandDanielDuckworth2.1 Background252.2 EstablishingtheparametersofCIL272.3 DefiningL302.4 RevisingthestructureoftheCILconstruct312.5 StructureoftheICILS2023CILconstruct322.6 StrandsandaspectsofCIL332.7 erences383 Computationalthinkingframework43DanielDuckworthan
32、dJulianFraillon3.1 Background433.2 EstablishingtheparametersofCT443.3 DefiningCT453.4 StructureoftheICILS2023CTconstruct473.5 StrandsandaspectsofCT483.6 erences504 Contextualframework53MojcaRozman,JulianFraillonzSaraDexter,JeppeBundsgaardzandWolframSchulz4.1 Overview534.2 Classificationofcontextualf
33、actors534.3 Contextuallevelsandvariables55References625 ICILSinstruments67DanielDuckworthandJulianFraillon5.1 TheIQLStestsofCILandCT675.2 MappingtestitemstotheCILandCTnstructs835.3 TheICILSquestionnaires84References88Appendix89ListofFigures2.1.ICILS2023CILconstruct323.1.ICILS2023CTconstruct474.1.Con
34、textsforICILS2023CIL/CTlearningoutcomes545.1. Commoncomputerdisplayresolutions685.2. Testenvironmentcomprisedoftwofunctionalspaces685.3. TheICILStestinterfacedesignfromICILS2013,2018,and2023695.4. ICILS2023testsessionoutline705.5. Exampletask1(multiple-choicequestionfromBandcompetitionpresentedinthe
35、ICILS2023testinterface)725.6. Exampletask1(fourwebsitetemplates)735.7. Exampletask2(open-responsetaskfromBreathing745.8. Exampletask3(threesteplinearskillstaskfromBreathing)755.9. Exampletask4(NonlinearskillstaskfromSchooltrip)765.10. Exampletask5(simpleauthoringtaskfromBandcompetitionpresentedinthe
36、ICILS2023testinterface)775.11. Exampletask6(complexauthoringtaskfromBreathing)785.12. Exampletask7(NonlinearsystemstransferfromAutomatedbus)795.13. Exampletask8(NonlinearsystemstransferfromAutomatedbus805.14. Exampletask9(simulationtaskfromAutomatedbus)81Exampletask10(algorithmdebuggingtaskfromFarmd
37、rone)821.istofTabIes4.1.Mappingofvariablestocontextualframework(examples)555.1. MappingtheCILtestitemstotheCILframework835.2. MappingtheCTtestitemstotheCTframework84CHAPTER1IntroductionJulianFraillonzSaraDexterzandJeppeBundsgaard1.1 OverviewFormanyppleacrosstheworld,theeffectiveuseofdigitaltechnolog
38、iesisessentialtotheirparticipationineducation,work,leisure,andascitizens.Werelyondigitalinformationtomakesenseofourworld,andondigitalinfrastructureandresourcestomanagetheday-to-dayfunctionstocommunicatewithothers,managemoneyzandparticipateascitizensinsociety.Thesefunctionsrequireinformed,critical,co
39、nstrue-tivezgenerative,andresponsibleusesoftechnology,aswellasthecapacitytousetechnologytosolveproblems(Cansu&Cansuz2019;NationalAssessmentGoverningBoardNAGBz2018;Vuorikarietal.,2022).IneducationyoungpeoplebothlearntousetechnologyandusetechnologytoIeamandzastheuseoftechnologycontinuestoincreaseinall
40、facetsofourlives,theimportanceforyoungpeopletobe-comeconfident,critical,andproductiveusersoftechnologyonlycontinuestoinease.Thevalueplacedonpeoples*capacitytoengageeffectivelywithtechnologyisevident,forexample,intheinclusionofmeasuresofyouthandadultsinformationandcommunicationstechnologies(ICT)skill
41、sinindicator4.4.1oftheUnitedNations(UN)SustainableDevelopmentGoals(UN,2017).Inaddition,undertheResolutiononastrategicframeworkforEuropeancooperationineducationandtrainingtowardstheEuropeanEducationAreaandbeyond(2021-2030)(EuropeanCommission,2021)thedigitalskillsofgrade8studentswillbemonitored,usingd
42、atacollectedintheInternationalComputerandInformationLiteracyStudy(ICILS).TheInternationalAssociationfortheEvaluationofEducationalAchievement(IEA)hasbeenstudyingtherelationshipbetweenICTandeducationalprocesses,aswellasfactorsrelatedtothepedagogicaluseofICT,sincethelate-1980s(Pelgrum&Plomp,2011).IEAsI
43、CILSemergedinresponsetotheincreasingvaluebeingplacedontheuseofICTinmodemsocietyandtheneedforcitizenstodeveloprelevantcapabilitiestoparticipateeffectivelyinadigitalworld.ICILSalsoaddressestheneedforpolicymakersandeducationsystemstomonitorthedevelopmentoftheseessentialcapabilitiesovertime,andtogainabe
44、tterunderstandingofthecontextsandoutcomesofICT-relatededucationprogramsintheircountries.ThefirstcycleofICILSin2013(ICILS2013)assessedstudents*computerandinformationliteracy(CIL)withanemphasisontheuseofcomputersasinformationseeking,management,andcommunicationtools.Theinternationalrecognitionoftheimpo
45、rtanceofdevelopingstudents,abilitiestorecognizeandoperationalizereal-worldproblemsusingcomputationalformulationsonmputersorotherdigitaldeviceshaspromptedthedevelopmentofanICILSassessmentofcomputationalthinking(CT)zwhichwasofferedtoparticipatingeducationsystemsasaninternationaloptionaspartofICILS2018
46、.InICILS,CILandCT(definedandarticulatedindetailinChapters2and3respectively),areregardedasoutcomesassociatedwithabroadernotionOfdigitalliteracyeducationwithincountries.Digitalliteracyisacontestedterm,withvaryingdefinitionswithinandacrosscountries,thatareinfluencedbylanguageandculture(Pangrazioetal,20
47、20)andhavecontinuedtoevolvewithchangesintechnologyandeducationalpriorities(Reddyetal.z2020).Inthisframework,thetermdigitalliteracyisusedbroadlytoenmpassthecurriculumareasacrosscountriesthatareassociatedwithstudents7abilitiestousedigitaltechnologiestoinvestigate,manageinformation,createcontent,mmunic
48、atezllaboratezandsolveproblems.Thisuseisintendedtobeconsistentwithbroadconceptualisationsofdigitalliteracyorcompetence,suchastheEuropeanCommissionDigitalCompetenceFrameworkforCitizens(DigComp)(Vuorikarietal.z2022).ICILS2023continuesandextendstheworkofthepreviouscycles,throughtheuseofCILandCTasoutcomemeasuresofdigitalliteracyeducationinschlszandbyseekingtomeasureandexplainhowthecontextsinwhichCILandCTarebeingdevelopedrelatetost
