The ICILS study measures international differences in students’ computer and information literacy (CIL). This type of literacy refers to students’ ability to use computers to investigate, create, and communicate in order to participate effectively at home, at school, in the workplace, and in the community. In addition to student achievement, the study collects a rich array of contextual data on students' home and school environments. ICILS 2018 directly linked to the previous, 2013 cycle, allowing countries that participated in both assessments to monitor changes over time in their students' computer and information literacy achievement and its teaching and learning contexts. For first-time participants, ICILS shed light on the contexts and outcomes of ICT-related education programs, and the role of schools and teachers in supporting students’ computer and information literacy achievement. ICILS 2018 also reported on the computational thinking domain, understood as the process of working out exactly how computers can help us solve problems. This domain included not only programming but also structuring and manipulating data sets.

ICILS

Educational measurements and tests

CBA and PBA