LEADER 04044nam 22007095 450 001 9910349351503321 005 20250628110050.0 010 $a9783030193898 010 $a3030193896 024 7 $a10.1007/978-3-030-19389-8 035 $a(CKB)4100000008618241 035 $a(DE-He213)978-3-030-19389-8 035 $a(MiAaPQ)EBC5918685 035 $a(Au-PeEL)EBL5918685 035 $a(OCoLC)1110190792 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/38918 035 $a(ODN)ODN0010070589 035 $a(oapen)doab38918 035 $a(EXLCZ)994100000008618241 100 $a20190702d2019 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIEA International Computer and Information Literacy Study 2018 Assessment Framework /$fby Julian Fraillon, John Ainley, Wolfram Schulz, Daniel Duckworth, Tim Friedman 205 $a1st ed. 2019. 210 $d2019 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (VII, 74 p.) 311 08$a9783030193881 311 08$a3030193888 327 $aForeword -- 1. Introduction -- 2. Computer and information literacy framework -- 3. Computational thinking framework -- 4. Contextual framework -- 5. ICILS instruments -- 6. References -- Appendix. 330 $aThis open-access book presents the assessment framework for IEA?s International Computer an Information Literacy Study (ICILS) 2018, 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, providing a description of the ?eld and the constructs to be measured. This book 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. Hypothesized relations between constructs provide the foundation for some of the analyses that follow. Above all, the framework links ICILS to other similar research, enabling the contents of this assessment framework to combine theory and practice in an explication of both the ?what? and the ?how? of ICILS. 606 $aEducational tests and measurements 606 $aEducation$xData processing 606 $aInternational education 606 $aComparative education 606 $aAssessment and Testing 606 $aComputers and Education 606 $aInternational and Comparative Education 615 0$aEducational tests and measurements. 615 0$aEducation$xData processing. 615 0$aInternational education. 615 0$aComparative education. 615 14$aAssessment and Testing. 615 24$aComputers and Education. 615 24$aInternational and Comparative Education. 676 $a371.26 686 $aEDU011000$aEDU039000$aEDU043000$2bisacsh 700 $aFraillon$b Julian$4aut$4http://id.loc.gov/vocabulary/relators/aut$0903806 702 $aAinley$b John$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aSchulz$b Wolfram$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aDuckworth$b Daniel$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aFriedman$b Tim$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910349351503321 996 $aIEA International Computer and Information Literacy Study 2018 Assessment Framework$92020293 997 $aUNINA