The International Computer and Information Literacy Study (ICILS) is a computer-based international assessment of eighth-grade students' capacities “to use information communications technologies (ICT) productively for a range of different purposes, in ways that go beyond a basic use of ICT” (Fraillon et al. 2018). First conducted in 2013, ICILS assessed students’ computer and information literacy (CIL) with an emphasis on the use of computers as information seeking, management, and communication tools. Twenty-one education systems around the world participated in ICILS 2013. The second cycle of ICILS was administered in 2018 and continued to investigate CIL, with the added international optional component to assess students’ computational thinking (CT) abilities, as well as how these relate to school and out-of-school contexts that support learning. The United States participated in ICILS for the first time in 2018, along with 13 other education systems. Among them, nine, including the U.S., participated in the optional component of computational thinking (CT). ICILS is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and is conducted in the United States by the National Center for Education Statistics (NCES), in the Institute of Education Sciences of the U.S. Department of Education.
These Methodology and Technical Notes provide an overview, with a particular focus on the U.S. implementation, of the following technical aspects of ICILS 2018:
More detailed information can be found in the ICILS 2018 Technical Report at https://www.iea.nl/publications/technical-reports/icils-2018-technical-report.