TY - BOOK ID - 46379668 TI - IEA International Computer and Information Literacy Study 2018 Assessment Framework AU - Fraillon, Julian. AU - Ainley, John. AU - Schulz, Wolfram. AU - Duckworth, Daniel. AU - Friedman, Tim. PY - 2019 SN - 3030193896 3030193888 PB - Cham Springer Nature DB - UniCat KW - Educational tests and measuremen. KW - Education. KW - Assessment, Testing and Evaluation. KW - Computers and Education. KW - International and Comparative Education. KW - Children KW - Education, Primitive KW - Education of children KW - Human resource development KW - Instruction KW - Pedagogy KW - Schooling KW - Students KW - Youth KW - Civilization KW - Learning and scholarship KW - Mental discipline KW - Schools KW - Teaching KW - Training KW - Education KW - Educational tests and measurements. KW - Educational assessment KW - Educational measurements KW - Mental tests KW - Tests and measurements in education KW - Psychological tests for children KW - Psychometrics KW - Examinations KW - Psychological tests KW - Rating of KW - Assessment. KW - Education—Data processing. KW - International education . KW - Comparative education. KW - Education, Comparative KW - Global education KW - Intellectual cooperation KW - Internationalism KW - History KW - Assessment KW - Education—Data processing KW - International education KW - Comparative education UR - https://www.unicat.be/uniCat?func=search&query=sysid:46379668 AB - This 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 field 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. ER -