the pisa framework for assessment of ict literacy
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The PISA framework for assessment of ICT literacy.By Wouter van JoolingenUniversity of AmsterdamTRANSCRIPT
The PISA framework for The PISA framework for assessment of ICT literacyassessment of ICT literacy
Wouter van Joolingen
University of Amsterdam
Universiteit van AmsterdamGraduate school of Teaching and Learning
ICT Expert PanelICT 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
Universiteit van AmsterdamGraduate school of Teaching and Learning
Why measure ICT Why measure ICT literacy?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:
Universiteit van AmsterdamGraduate school of Teaching and Learning
Why measure ICT Why measure ICT literacy?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
Universiteit van AmsterdamGraduate 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 LiteracyDefining ICT Literacy
Universiteit van AmsterdamGraduate school of Teaching and Learning
ICT processesICT processes
Access Knowing about and knowing how to collect and/or retrieve information.
Manage Organising information into existing classification schemes.
Integrate Interpreting, summarising, comparing and contrasting information using similar or different forms of representation.
Evaluate Reflecting to make judgments about the quality, relevance, usefulness, or efficiency of information.
Construct Generating new information and knowledge by adapting, applying, designing, inventing, representing or authoring information.
Communicate Conveying information and knowledge to various individuals and/or groups.
Universiteit van AmsterdamGraduate school of Teaching and Learning
Test setup for PISATest 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
Universiteit van AmsterdamGraduate school of Teaching and Learning
SCENARIOS TASKS
Technology Environments Web Desktop E-learning simulations
Contexts Personal Public Educational Occupational
Processes Access Manage Integrate Evaluate Construct Communicate
Functionality Representations
Word Processing E-mail Presentation DatabaseE-commerce SpreadsheetConcept Mapping Browser (includes search engines)
Text Images Numbers Graphics
Building ICT Tasks
Universiteit van AmsterdamGraduate school of Teaching and Learning
A possible scenarioA 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.
Universiteit van AmsterdamGraduate school of Teaching and Learning
Some considerationsSome 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 2nd hand) and compare deals.
Need to make more explicit than in “natural” settings.
Universiteit van AmsterdamGraduate school of Teaching and Learning
ScoringScoring
Access
Search strategies – key words used
Recycling key words, sites used.
Go halfway in the buying process
Manage Organization of reviews
Integrate Linking reviews, books and other knowledge
EvaluateAssess trust in reviews and shops – sources used in task products
Construct Build ordered lists of findings
CommunicateMake deal with on-line shop
Present findings to others
Universiteit van AmsterdamGraduate school of Teaching and Learning
The frameworkThe 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.
Universiteit van AmsterdamGraduate school of Teaching and Learning
PlansPlans
Feasibility study– Try-out with small number of test scenarios– USA, Australia, Japan– Data collected – analysis in progress
Test development, field trial (2004-2005)Inclusion in PISA 2006
– At least 15 OECD countries