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Computer-based assessment (CBA)

The computer-based assessment consists of the following parts, which are all automatically scored:

  • Information communication technology (ICT) core: A set of easy basic computer tasks to assess basic functional computer skills necessary to take the main assessment on the computer. 
  • Computer-based literacy/numeracy core: A set of short, easy literacy and numeracy tasks to gather information about basic literacy and numeracy cognitive skills of the participants. 
  • Computer-based literacy items: The CBA literacy domain consists of 52 items based on the PIAAC definition of literacy. Of these 52 computer-based items, 30 come from IALS/ALL and will serve as linking items to equate results on PIAAC with results from IALS and ALL. The remaining 22 computer-based literacy items were newly created for PIAAC. [More...]
  • Computer-based numeracy items:  The CBA numeracy domain consists of 52 items based on the PIAAC definition of numeracy. Of these 52 computer-based items, 30 come from IALS/ALL and will serve as linking items to equate results on PIAAC with results from IALS and ALL. The remaining 22 computer-based numeracy items were newly created for PIAAC. [Less...]
  • Numeracy items (both CBA and PBA) ask participants to answer questions about quantity and number; dimension and shape; pattern, relation, and change; and data and chance. The information in these questions may be presented as:

    • Objects or pictures
    • Numbers or mathematical symbols
    • Formulae
    • Diagrams or maps
    • Graphs or tables
    • Texts
    • Technology-based displays (computer-based assessment only)

    Questions about these four key areas of mathematical content are placed in one of four contexts: everyday life, work-related context, and social or community, and further learning. The questions are meant to assess five specific cognitive processes:

    • Identify, locate, or access
    • Act upon or use
    • Interpret
    • Evaluate or solve
    • Communicate

    Distribution of items by response process

     

    Final item set Framework goal
    Number Percent Percent
    Act upon, use 34 61 50
    Identify, locate or access 3 5 10
    Interpret, evaluate 19 34 40
    Total 56 100 100
    Source: Literacy, Numeracy and Problem Solving in Technology-rich Environments: Framework for the OECD Survey of Adult Skills. Paris: OECD, 2012. Page 40.

    Distribution of items by contexts

      Final item set
    Number Percent
    Everyday life 25 45
    Work-related 13 23
    Society and community 14 25
    Further learning 4 7
    Total 56 100
    Source: Literacy, Numeracy and Problem Solving in Technology-rich Environments: Framework for the OECD Survey of Adult Skills. Paris: OECD, 2012. Page 40.

    Distribution of items by mathematical content

      Final item set Framework goal
    Number Percent Percent
    Data and chance 12 21 25
    Dimension and shape 16 29 25
    Pattern, relationships and change 15 27 20
    Quantity and change 13 23 30
    Total 56 100 100
    Source: Literacy, Numeracy and Problem Solving in Technology-rich Environments: Framework for the OECD Survey of Adult Skills. Paris: OECD, 2012. Page 40.

    Distribution of items by mode of administration

      Final item set
    Number Percent
    Computer- and paper-based 21 38
    Computer-based only 31 55
    Paper-based only 4 7
    Total 56 100

  • Problem solving in technology-rich environments (PS-TRE) items: The PS-TRE domain consists of 14 items based on the PIAAC problem solving framework. All of these items were newly created for PIAAC. [More...]
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education