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The PISA framework for assessment of ICT literacy Wouter van Joolingen University of Amsterdam.

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Presentation on theme: "The PISA framework for assessment of ICT literacy Wouter van Joolingen University of Amsterdam."— Presentation transcript:

1 The PISA framework for assessment of ICT literacy Wouter van Joolingen University of Amsterdam

2 Universiteit van Amsterdam Graduate school of Teaching and Learning ICT Expert Panel Panel Members Irwin Kirsch (Chair), United States Robert Kozma, United States Chul-Hwan Lee, Korea Jörgen Nissen, Sweden Catherine Régnier, France Jean-Paul Reeff, Luxembourg Arnold Spee, The Netherlands Wouter van Joolingen, The Netherlands Project Staff and Counsel Tracy Gray, United States Marylou Lennon, United States Jay Moskowitz, United States Maria Stephens, United States Claudia Tamassia, France

3 Universiteit van Amsterdam Graduate school of Teaching and Learning Why measure ICT literacy? One goal of PISA is to measure how well young – adults are prepared to meet the challenges of the future. For many, if not most, that future will include ICT Therefore, PISA should include a measure of ICT skills as one of its cross-disciplinary competencies. ICT Panel members felt that the rationale for such an assessment is grounded in a number of issues of concern to policy makers and others that include:

4 Universiteit van Amsterdam Graduate school of Teaching and Learning Why measure ICT literacy? ICT is changing the very nature and value of knowledge and information ICT literacy in its highest form has the potential to change the way we live, learn and work ICT literacy cannot be defined primarily as the mastery of technical skills There is a lack of information about the current levels of ICT literacy both within and among countries

5 Universiteit van Amsterdam Graduate school of Teaching and Learning ICT literacy is the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate and evaluate information, construct new knowledge, and communicate with others in order to participate effectively in society. Defining ICT Literacy

6 Universiteit van Amsterdam Graduate school of Teaching and Learning ICT processes AccessKnowing about and knowing how to collect and/or retrieve information. ManageOrganising information into existing classification schemes. IntegrateInterpreting, summarising, comparing and contrasting information using similar or different forms of representation. EvaluateReflecting to make judgments about the quality, relevance, usefulness, or efficiency of information. ConstructGenerating new information and knowledge by adapting, applying, designing, inventing, representing or authoring information. CommunicateConveying information and knowledge to various individuals and/or groups.

7 Universiteit van Amsterdam Graduate school of Teaching and Learning Test setup for PISA Computer-based testing – Students will work on a notebook computer Closed web environment with test scenario’s – Simulated “real ICT-world” Small web Simulated responses from the system and the external world

8 Universiteit van Amsterdam Graduate school of Teaching and Learning SCENARIOSTASKS Technology Environments Web Desktop E-learning simulations Contexts Personal Public Educational Occupational Processes Access Manage Integrate Evaluate Construct Communicate Functionality Representations Word Processing Presentation Database E-commerce Spreadsheet Concept Mapping Browser (includes search engines) Text Images Numbers Graphics Building ICT Tasks

9 Universiteit van Amsterdam Graduate school of Teaching and Learning A possible scenario Your friend, Jim, has a new hobby, collecting stamps. He just started it, and is still a beginner on this topic. His birthday is approaching and you decide you want to give Jim a book on stamp collecting, that matches his level of expertise. You don’t know anything about stamps, so you start searching for a suitable book.

10 Universiteit van Amsterdam Graduate school of Teaching and Learning Some considerations To find good books, learn something on the topic yourself Use smart search strategies to identify central topics Evaluate reliability of reviews and different bookshops (including 2 nd hand) and compare deals. Need to make more explicit than in “natural” settings.

11 Universiteit van Amsterdam Graduate school of Teaching and Learning Scoring Access Search strategies – key words used Recycling key words, sites used. Go halfway in the buying process ManageOrganization of reviews IntegrateLinking reviews, books and other knowledge Evaluate Assess trust in reviews and shops – sources used in task products ConstructBuild ordered lists of findings Communicate Make deal with on-line shop Present findings to others

12 Universiteit van Amsterdam Graduate school of Teaching and Learning The framework Allows for the construction of an assessment instrument that – Does justice to many aspects of ICT literacy – Allows for testing in realistic situations – Goes beyond self assessment – Provides an objective account of an individual’s ICT skills and knowledge.

13 Universiteit van Amsterdam Graduate school of Teaching and Learning Plans Feasibility study – Try-out with small number of test scenarios – USA, Australia, Japan – Data collected – analysis in progress Test development, field trial ( ) Inclusion in PISA 2006 – At least 15 OECD countries


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