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The purpose of the International Civic and Citizenship Education Study (ICCS) is to investigate the changing ways in which young people are prepared to undertake their roles as citizens across a wide range of countries. This assessment framework provides a conceptual underpinning for the international instrumentation for ICCS 2022. It needs to identify and define those aspects of cognitive and affective-behavioral content that should be considered important learning outcomes of civic and citizenship education, as well as contextual factors that are setting the context for students' civic learning. The ICCS 2022 assessment framework consists of four parts: (1) the civic knowledge framework (describing aspects to be addressed when measuring students' civic knowledge and understanding); (2) the civic attitudes and engagement framework (describing the affective-behavioral constructs to be measured); (3) the contextual framework (outlining the relevant context factors measured through student, teacher, school, and national contexts questionnaires necessary to understand cognitive and affective-behavioral learning outcomes); and (4) the assessment design (describing the coverage of framework domains, the different item types, the assessment design, features of computer-enhanced measurement used in the international option of a computer-based delivery, and the expected cognitive, affective-behavioral and contextual indices). The framework also includes appendices with information about staff and institutions involved in ICCS 2022, key terms related to the civic knowledge framework, information on the described levels of civic knowledge, and examples of ICCS 2022 test items. [This framework was created in collaboration with Laboratorio di Pedagogia Sperimentale (LPS) at the Roma Tre University, Rome and LUMSA University of Rome.]

IEA's International Computer and Information Literacy Study (ICILS) 2018 investigated how well students are prepared for study, work, and life in a digital world. ICILS 2018 measured international differences in students' computer and information literacy (CIL): their ability to use computers to investigate, create, participate, and communicate at home, at school, in the workplace, and in the community. Participating countries had an additional option for their students to complete an assessment of computational thinking (CT): their ability to recognize aspects of real-world problems appropriate for computational formulation, and to evaluate and develop algorithmic solutions to those problems, so that the solutions could be operationalized with a computer. This technical report follows the publication of several international and regional reports that presented the results of ICILS 2018. It provides a comprehensive account of the conceptual, methodological, and analytical implementation of the study. It includes detailed information on the development of the data-collection instruments used, including their translation and translation verification, on sampling design and implementation, sampling weights and participation rates, survey operation procedures, quality control of data collection, data management and creation of the international database, scaling procedures, and analysis of ICILS 2018 data. The technical report enables researchers to evaluate published reports and articles based on data from this study and, used in conjunction with the ICILS 2018 User Guide for the International Database, will provide guidance for their own analyses. [Contributors to this report include: John Ainley, Sebastian Meyer, Ralph Carstens, Ekaterina Mikheeva, Alex Daraganov, Lauren Musu, Lauren Musu, Louise Ockwell, David Ebbs, Wolfram Schulz, Julian Fraillon, Sabine Tieck, and Tim Friedman. For "IEA International Computer and Information Literacy Study 2018. User Guide for the International Database," see ED610700.]

The International Association for the Evaluation of Educational Achievement (IEA) has been researching the impact of information and communications technologies (ICT) on educational processes, and factors supporting or impeding the pedagogical use of ICT, since the late-1980s. More recently it has turned its attention to investigating ICT-related educational outcomes. IEA's International Computer and Information Literacy Study (ICILS) was developed in response to the increasing use of ICT in modern society and the need for people to have the capabilities necessary to participate effectively in a digital world. The first cycle of ICILS in 2013 (ICILS 2013) assessed students' computer and information literacy (CIL) which brings together technical competence with computer applications and the capacity to manage information. This places an emphasis on the use of computers as information seeking, management, and communication tools which are key to participation in the digital age. This second cycle of ICILS in 2018 (ICILS 2018) continued to investigate students' CIL but also investigated students' computational thinking (CT). This dimension involves conceptualizing problems (through algorithmic or systems thinking) and operationalizing solutions (creating, implementing, and evaluating computer-based responses to problems). Authentic computer-based assessments administered to students in their eighth year of schooling generated data that provided measures of these two domains of digital competence (CIL and CT). The inclusion of CT as an option in ICILS 2018 reflects recent interest by educators, researchers, and policymakers in the value of CT in schooling. ICILS 2018 studied how these components of digital competence related to each other and to the school and out-of-school contexts that support learning with and about computer technology. This report presents the outcomes at the international level of analyses of data collected in the ICILS main survey in 2018. The report aims to provide an international perspective on the ICILS data relating to CIL collected across countries. Twelve countries participated in ICILS 2018: Chile, Denmark, Finland, France, Germany, Italy, Kazakhstan, the Republic of Korea (hereafter referred to as Korea, for ease of reading), Luxembourg, Portugal, the United States, and Uruguay. The city of Moscow (Russian Federation) and the state of North Rhine-Westphalia (Germany) participated as benchmarking participants. Eight countries completed the CT assessment: Denmark, Finland, France, Germany, Korea, Luxembourg, Portugal, and the United States. The CT option was also completed by the state of North Rhine-Westphalia (Germany) as a benchmarking participant. This report responds to the ICILS research questions and provides observations and interpretations that may stimulate further investigation within and across countries. [This report was published by SpringerOpen. For "ICILS 2013 Technical Report," see ED610534. For the accompanying report, "IEA International Computer and Information Literacy Study 2018 Assessment Framework," see ED610537.]

The International Computer and Information Literacy Study (ICILS) studied the extent to which young people have developed computer and information literacy (CIL) to support their capacity to participate in the digital age. Many countries recognize the importance that education in information and communication technologies (ICT) has for enabling citizens to develop the competencies needed to access information and participate in transactions using ICT (European Commission, 2006). ICILS systematically investigated differences in CIL outcomes across the participating countries and looked at how these countries provide CIL-related education. The study also explored differences within and across 21 countries with respect to the relationship between the outcomes of CIL education and student characteristics and school contexts. ICILS based its investigation on four research questions concerned with: (1) Variations in CIL between and within countries; (2) Aspects of schools, education systems, and teaching associated with student achievement in CIL; (3) The extent to which students' access to, familiarity with, and self-reported proficiency in using computers is associated with student achievement in CIL; and (4) The aspects of students' personal and social backgrounds that are associated with CIL. Following an overview, this report begins with three chapters that cover the instruments that were used in the study. Appreciation of the material in these chapters provides an essential foundation for interpreting the results of the study. Chapter 4 details the development of the questionnaires used in ICILS for gathering data from students, teachers, principals, and school ICT coordinators. The chapter also provides an outline of the development of the national contexts survey, completed by the national research coordinators (NRCs). Chapters 5 through 9 focus on the implementation of the survey in 2013. Chapters 10 through 13 are concerned with data management and analysis. [Contributors to this report include: John Ainley, Ralph Carstens, Diego Cortes, David Ebbs, Julian Fraillon, Tim Friedman, Eveline Gebhardt, Michael Jung, Paulína Koršnáková, Sabine Meinck, and Wolfram Schulz.]