International Computer and Information Literacy Study

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The International Computer and Information Literacy Study (ICILS) is an international comparative school performance study that has been carried out every five years by the International Association for the Evaluation of Educational Achievement (IEA) since 2013 . The international research center of the study is headed by the Australian Council for Educational Research (ACER) under the direction of Julian Fraillon. With ICILS 2013 it was possible for the first time to assess computer and information-related competencies of young people in the 8th grade. In the ICILS studies, computer and information-related competencies are defined as “a person's individual abilities that enable them to use computers and new technologies to research, design and communicate information and to evaluate them in order to be able to live in the home environment to participate successfully in school, at work and in society ”. In addition, ICILS records school and extracurricular conditions with regard to the acquisition of skills in dealing with digital media. With ICILS 2018, the IEA also implemented an additional module for the computational thinking competence area for the first time. The national research center for Germany for ICILS 2013 was at the Institute for School Development Research in Dortmund in cooperation with the University of Paderborn . The study was led by the National Research Coordinator (NRC) Wilfried Bos and the NRC Birgit Eickelmann . The national research center for Germany is for ICILS 2018 at the University of Paderborn under the direction of Birgit Eickelmann.

ICILS 2013

With the IEA study ICILS 2013, the computer and information-related competencies of young people were measured for the first time in an international comparison and the school and extracurricular conditions of their acquisition were empirically elaborated. In this context, a competence level model for the field of computer and information-related competencies was developed on an empirical basis for the first time.

Results

With regard to the computer and information-related competencies determined, the ICILS 2013 study identified the following as a key result:

“Eighth graders in Germany achieve a level of competence with an average of 523 credit points that is in the middle of the country ranking in an international comparison. This mean is comparable to the mean of the EU comparison group (525 points), but is significantly above the international mean (500 points) and significantly above the mean of the OECD comparison group (516 points). The average performance spread in Germany is 78 points. "

The results of the International Computer and Information Literacy Study (ICILS 2013) for Germany in an international comparison were presented on November 20, 2014. At the same time, the IEA presented the international results of ICILS 2013.

reception

The study is a national and international milestone, as it takes into account the social and technical changes in the 21st century and processes them with contemporary methods of empirical education and school research.

ICILS 2018

With the ICILS 2018 study ( International Computer and Information Literacy Study 2018 ), the IEA implemented for the second time, following ICILS 2013, the coordination of an international comparative school performance study that empirically verified student competences in the area of ​​the most relevant computer and information-related competencies with the help of internationally developed and elaborated instruments ( Computer and Information Literacy, CIL for short) in the countries participating in the study.

Results

With regard to the computer and information-related competencies determined, the following central result could be determined with the ICILS 2018 study:

“The result shows that the mean competencies of eighth graders in Germany with 518 points do not differ significantly from the mean competencies in ICILS 2013 (523 points). As in 2013, the average competencies in Germany are significantly above the international average (496 points) and in the mid-range of the country ranking. The mean value of the comparison group EU (509 points) is significantly below the mean competence value of Germany. "

The international and national reporting took place on November 5, 2019.

Computational Thinking (international additional option to IEA-ICILS 2018)

For the first time, as part of ICILS 2018, the IEA implemented an additional module for the competence area 'Computational Thinking' as an additional option (international option) for the countries participating in ICILS 2018. Germany took part in this module under the direction of Birgit Eickelmann (NRC), University of Paderborn . For the additional module, computer-based student tests were developed and used separately. By expanding the ICILS 2018 background questionnaires, specific information on acquiring skills was acquired. The target population for the test was the ICILS 2018 student population (grade 8).

Definition of Computational Thinking in ICILS 2018

Building on the current state of research, computational thinking is defined as follows in the context of the study: "Computational thinking refers to the ability of a person to identify aspects of real-world problems that are suitable for [computer] modeling, algorithmic solutions for these (partial ) Assess problems and develop them yourself in such a way that these solutions can be operationalized with a computer (Fraillon et al., 2019, own translation). The modeling and problem-solving processes are independent of a programming language ”.

Results on Computational Thinking in ICILS 2018

With regard to the computational thinking competencies determined, the ICILS 2018 study identified the following as a key result:

“Eighth graders in Germany achieve an average of 486 points in the 'Computational Thinking' competence area. The mean competencies of the students in Germany are significantly below the international mean (500 points). "

The first results were published on November 5, 2019 with the national and international reporting.

ICILS 2018 NRW

With the Ministry of Education and Education of the State of North Rhine-Westphalia sponsored study ICILS 2018 NRW participated North Rhine-Westphalia as a benchmarking participants at the International Computer and Information Literacy Study (ICILS 2018) of the IEA. By means of a sample expansion (oversamplings) of 80 additional schools in NRW, which were drawn in addition to the sample from ICILS 2018 in Germany, results for NRW could be achieved for the first time with the report of the study. The scientific director for ICILS 2018-NRW is Birgit Eickelmann (NRC), University of Paderborn . In addition, North Rhine-Westphalia also took part in the international additional option Computational Thinking (CT).

Results ICILS 2018 NRW

With regard to the computer and information-related competencies determined, the following central result could be determined with the study ICILS 2018 NRW:

“Eighth graders in North Rhine-Westphalia achieve an average level of 515 points in the area of ​​computer and information-related skills. This puts North Rhine-Westphalia in the middle of the country ranking of the ICILS 2018 study. "

With regard to the competencies determined in the area of ​​'Computational Thinking', the following central result could be determined with the study ICILS 2018 NRW:

“In North Rhine-Westphalia, eighth graders in the computational thinking competence area achieve an average of 485 credit points with a performance spread of 95 credit points for the standard deviation. This mean competence value for North Rhine-Westphalia does not differ significantly from the corresponding mean performance level of eighth graders in Germany (486 points), but is significantly below the international mean (500 credit points). "

The first results were reported on November 5, 2019. Further NRW-specific results will be presented in 2020.

Individual evidence

  1. ↑ Bos, W., Eickelmann, B., Gerick, J., Goldhammer, F., Schaumburg, H .: ICILS 2013 Computer and information-related competencies of pupils in the 8th grade in an international comparison . Waxmann, Münster, Westf 2014, ISBN 978-3-8309-3131-7 ( waxmann.com [PDF; accessed on February 13, 2019]).
  2. ↑ Project of ICILS 2018 on the website of the University of Paderborn. Accessed January 30, 2020 .
  3. ↑ a b project homepage: ICILS 2013 . ( uni-paderborn.de ).
  4. ↑ Eickelmann, B., Gerick, J. & Bos, W .: The ICILS 2013 study at a glance - central results and development prospects . In: W. Bos, B. Eickelmann, J. Gerick, F. Goldhammer, H. Schaumburg, K. Schwippert, M. Senkbeil, R. Schulz-Zander & H. Wendt (eds.): ICILS 2013 - Computer und Information-related competencies of pupils in the 8th grade in an international comparison . Waxmann, Münster 2014, ISBN 978-3-8309-3131-7 , pp. 9-31 ( waxmann.com [PDF]).
  5. ↑ Bos, Wilfried, Eickelmann, Birgit, Gerick, Julia, Goldhammer, Frank, Schaumburg, Heike: ICILS 2013 Computer and information-related competencies of pupils in the 8th grade in an international comparison . Waxmann, Münster, Westf 2014, ISBN 978-3-8309-3131-7 .
  6. ↑ https://www.waxmann.com/fileadmin/media/zusatztexte/ICILS_2013_Berichtsband.pdf
  7. ↑ https://www.iea.nl/fileadmin/user_upload/Publications/Electronic_versions/ICILS_2013_International_Report.pdf
  8. ↑ Project homepage: ICILS 2018 . ( uni-paderborn.de ).
  9. ↑ Eickelmann, B .: Digital Competencies in International Comparison. What impulses do the ICILS 2013 and ICILS 2018 studies provide? In: Journal of School Management . tape 48 , no. 5 , 2017.
  10. ↑ a b Eickelmann, B., Bos, W. & Labusch, A .: The ICILS 2018 study at a glance - central results and development prospects. In: B. Eickelmann, W. Bos, J. Gerick, F. Goldhammer, H. Schaumburg, K. Schwippert, M. Senkbeil & J. Vahrenhold (Eds.): ICILS 2018 #Germany - Computer and information-related skills of school girls and students in the second international comparison and computational thinking skills . Waxmann, Münster 2018, ISBN 978-3-8309-9000-0 , pp. 7-31 .
  11. ↑ a b Eickelmann, B., Bos, W., Gerick, J., Goldhammer, F., Schaumburg, H., Schwippert, K., Senkbeil, M. & Vahrenhold, J .: ICILS 2018 #Germany - Computer- and information-related skills of schoolchildren in the second international comparison and skills in the area of ​​computational thinking . Waxmann, Münster, ISBN 978-3-8309-9000-0 .
  12. ↑ a b https://kw.uni-paderborn.de/fileadmin/fakultaet/Institute/erziehungswissenschaft/Schulpaedagogik/ICILS_2018__Deutschland_Berichtsband.pdf. Retrieved November 28, 2019 .
  13. ↑ a b project homepage: ICILS 2018 - Computational Thinking (international additional option to IEA-ICILS 2018) . ( uni-paderborn.de ).
  14. ↑ Eickelmann, B .: Computational Thinking as an international additional module to ICILS 2018 - Conceptual design and perspectives for empirical educational research . In: Tertium Comparationis. Journal for International and Intercultural Comparative Education . tape 23 , no. 1 , 2017, p. 47-61 .
  15. ↑ https://www.iea.nl/sites/default/files/2019-11/ICILS%202019%20Digital%20final%2004112019.pdf. Retrieved November 29, 2019 .
  16. ↑ Project homepage: ICILS 2018 - NRW . ( uni-paderborn.de ).
  17. ↑ a b Eickelmann, B., Massek, C. & Labusch, A .: ICILS 2018 # North Rhine-Westphalia. First results of the ICILS 2018 study for North Rhine-Westphalia in an international comparison. Waxmann, Münster, ISBN 978-3-8309-9117-5 .
  18. ↑ https://kw.uni-paderborn.de/fileadmin/fakultaet/Institute/erziehungswissenschaft/Schulpaedagogik/2019_Eickelmann_Massek_Labusch_ICILS_2018__NRW_Erste_Erresults_Buchbroschuere.pdf. Retrieved November 29, 2019 .