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The development of information technologies has transformed the environment in which young people access, create, and share information. Many countries, having recognized the imperative of digital technology, acknowledge the need to educate young people in the use of these technologies so as to underpin economic and social benefits. This article describes the International Computer and Information Literacy Study, which was conducted under the aegis of the International Association for the Evaluation of Educational Achievement in 20 education systems during 2013. It outlines the assessment framework on which the study is based, articulates the basis for developing a measure of Computer and Information Literacy. The article also provides an insight into the nature and properties of the scale based on data from more than 60,000 Grade 8 students who responded to the 83 test items. The scale is described in terms of four achievement levels that are elaborated through examples. [ABSTRACT FROM PUBLISHER]

The development of knowledge and understanding is widely reported as a key aim of civic and citizenship education and as an important aspect of being equipped for active citizenship. Measuring knowledge and understanding of this domain has grown as a focus of educational research both as an outcome in its own right and to underpin the systematic investigation of factors associated with the development of effective active citizenship. Given that civics and citizenship is often seen as a set of cross-curricular capabilities rather than an established discipline, it is crucial to articulate clearly what is being measured and to be sure that its measurement is based on sound psychometric properties. This article describes how knowledge and understanding of civics and citizenship was conceptually defined and measured in the context of the IEA Civic and Citizenship Education Study (ICCS 2009). [ABSTRACT FROM AUTHOR]

When comparing data derived from tests or questionnaires in cross-national studies, researchers commonly assume measurement invariance in their underlying scaling models. However, different cultural contexts, languages, and curricula can have powerful effects on how students respond in different countries. This article illustrates how the application of the Rasch item response theory (IRT) model (Rasch, 1960) can be used for assessing differences in measurement properties of tests and questionnaires with reference to examples from the field trial analyses for the International Association for the Evaluation of Educational Achievement (IEA) International Civic and Citizenship Education Study (ICCS). It also discusses the general scope and limitations of the analyses undertaken in the context of this study. [ABSTRACT FROM PUBLISHER]