TY  - BOOK
AU  - Fraillon,Julian
AU  - Rožman,Mojca
ED  - SpringerLink (Online service)
TI  - IEA International Computer and Information Literacy Study 2023: Assessment Framework 
SN  - 9783031611940
AV  - LB1028.3 
U1  - 371.33 23
PY  - 2025///
CY  - Cham
PB  - Springer Nature Switzerland, Imprint: Springer
KW  - Educational technology
KW  - Educational tests and measurements
KW  - International education 
KW  - Comparative education
KW  - Digital Education and Educational Technology
KW  - Assessment and Testing
KW  - International and Comparative Education
N1  - Foreword -- Chapter 1 Introduction: Julian Fraillon, Sara Dexter and Jeppe Bundsgaard -- Chapter 2 Computer and information literacy framework: Julian Fraillon and Daniel Duckworth -- Chapter 3 Computational thinking framework: Daniel Duckworth and Julian Fraillon -- Chapter 4 Contextual framework: Mojca Rozman, Julian Fraillon, Sara Dexter, Jeppe Bundsgaard and Wolfram Schulz -- Chapter 5 ICILS instruments: Daniel Duckworth and Julian Fraillon -- Appendix; Open Access
N2  - This open access book presents the conceptual and operational foundations of the IEA International Computer and Information Literacy Study (2023), which is designed to assess how well students are prepared for study, work, and life in a digital world. The study measures international differences in students’ computer and information literacy (CIL): their ability to use computers to investigate, create, participate and communicate at home, at school, in the workplace and in the community. Participating countries also have an option for their students to complete an assessment of computational thinking (CT). The ICILS assessment framework articulates the basic structure of the study. It provides a description of the field and the constructs to be measured. It outlines the design and content of the measurement instruments, sets down the rationale for those designs, and describes how measures generated by those instruments relate to the constructs. In addition, it hypothesizes relations between constructs so as to provide the foundation for some of the analyses that follow.
UR  - https://doi.org/10.1007/978-3-031-61194-0
ER  -