This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Competence Assessment Tools



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NAME OF THE ASSESSMENT TOOL
OECD PISA ICT-related questions
WEBSITE
www.oecd.org
NAME OF AUTHOR(S)
The Organisation for Economic Co-operation and Development (OECD)
DIGITAL COMPETENCES
Communication, Content creation, Safety, Problem solving, Information processing
LEVEL OF KNOWLEDGE
Medium
LANGUAGE/S OF TEACHING RESOURCES
English
TUTORIAL SUPPORT
Yes
DESCRIPTION
This ICT assessment framework covers three major dimensions:
- access to ICT, which encompasses availability, accessibility, and quality of ICT resources with a special focus on (connected) technologies that can support learning (e.g. digital learning resources, learning management systems, etc.)
- use of ICT, which covers the intensity as well as the types and modalities of ICT use by students in an informal, and possibly unsupervised, environment for learning and leisure, and in a supervised situation in the classroom, notably through teachers’ pedagogical practices with ICT;1 it also includes alternative uses of ICT by teachers to support teaching.
- students’ ICT competencies, which describe the core competency areas identified in existing assessment frameworks for “digital literacy” as well as attitudes and dispositions towards ICT use (for learning and for leisure). A self-efficacy measure is proposed to assess students’ ICT competencies.
COMMENTS
The OECD PISA ICT-related questions framework provides a comprehensive strategy to document how students access and use ICT resources in and outside of school and to identify how teachers, schools, and education systems integrate ICT into pedagogical practices and learning environments. The framework allows for an exploration of how system-level factors influence schools’ and students’ experiences with ICT, how the availability and use of ICT interact with various teaching practices, and how these associations correlate with students’ performance in mathematics, reading and science, and with other outcomes, such as students’ ICT skills and well-being.

Adrien Lorenceau, Camille Marec and Tarek Mostafa (OECD). UPGRADING THE ICT QUESTIONNAIRE ITEMS IN PISA 2021 OECD Education Working Paper No. 202.
https://www.oecd-ilibrary.org/education/upgrading-the-ict-questionnaire-items-in-pisa-2021_d0f94dc7-en
TEACHERS' COMMENT
Tested by three 7th–9th grade science teachers.
It was noted that the questions were not useful for the teachers themselves, while they might possibly use them to get a feeling for the ICT skills of their students.
That the form is not possible to fill in online was a definite drawback, as it also requires manual tallying of the results.