Assessment of Computer and Information Literacy Study in Chile

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The International Computer and Information Literacy Study (ICILS) conducted in Chile by the Educational Quality Assurance Agency revealed that Chilean students scored below the international average, with girls outperforming boys. Socioeconomic status also had a significant impact on Computer and Information Literacy (CIL) scores. Urban schools fared better than rural schools, indicating a need for improvement in CIL proficiency levels among Chilean students.

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ICILS 2013 International Computer and Information Literacy Study Educational Quality Assurance Agency CHILE

Index Organization of the study Field operations Main results for Chile Communication of the results

Organisation Educational Quality Assurance Agency National and International Assessment External service provider Public bidding procedure Comprehensive Quality Assessment Unit Field operations, test administrators recruitment, storage International Assessment National Questionnaires of Quality and Educational Context Confidentiality agreements Penalties associated to participation rates Educational Quality Indicators (Self- esteem; Environment; Participation and Citizenship Education; Healthy Lifestyle)

Field operations Invitation to schools Call center (script, frequent questions, letters) School Coordinator / School Collaboration Officer Two visits to each school, previous to the test Accurate diagnosis of school computers Motivation of students Cover letters for School, ICT and Teacher questionnaires

Field operations Chilean Sample International Sample 3,189 students 60,000 students 174 schools 3,300 schools Preparation of USB sticks Copy of the test on each USB stick ID Labels for each USB stick (one per student) Accurate revision of test functionalities Previous to the day of the test Advice for test administrators and school coordinators (emails)

Main Results for Chile National Score Average (487) Below international score average Girls perform better than boys Socioeconomic status and CIL 74-point difference between Quintiles 1 and 5 (less than one standard deviation) 513 Quintile 5 511 Quintile 4 487 Quintile 3 475 Quintile 2 439 Quintile 1 400 420 440 460 480 500 520

Main Results for Chile Geographic area Urban schools achieve better results than rural schools Urban 493 Rural 436 400 450 500 Students are not achieving the higher abilities assessed by the test Chilean students do not achieve highest level of CIL proficiency 18% of Chilean students below level 1 of proficiency

Main Results for Chile Self perceptions High levels of interest in ICT High levels of self-confidence CIL is developed out of school Thinking about your experience with computers: To what extent do you agree or disagree with the following statements? I think using a computer is fun. It is more fun to do my work using a computer than without a computer. I use a computer because I am very interested in the technology. Strongly agree 73,6 63,5 50,7 Agree 23,3 28,5 34,3 Disagree 2,6 6,7 12,7 Strongly disagree 0,5 1,2 2,2

Main Results for Chile Thinking about your experience with computers: To what extent do you agree or disagree with the following statements? I have always been good at working with computers. Girls Boys Strongly agree 45,6 52,8 Agree 43,3 35,6 Disagree 10,2 10,7 Strongly disagree 0,9 0,9

Main Results for Chile Use of computers in school No correlation (or negative correlation) between use of computers in class and CIL performance Students from lower socioeconomic groups use computers more frequently in school

Main Results for Chile - CIL is a useful skill for participation in various areas of life in society: home, school, work and community. - ICILS results indicate that required skills to perform the most complex tasks need to be developed. - Internationally, few students can demonstrate consistently the most complex skills described in the test. - In Chile, 18 % of students have not consolidatedthe most basic skills describedin ICILS - Results of ICILS present a challenge with respect to encouraging students to develop skills in order to solve more complex tasks associated with managing information .