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

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

3. Organisation Educational Quality Assurance Agency
National and International Assessment
External service provider
Public bidding procedure
Field operations, test administrators recruitment, storage
Confidentiality agreements
Penalties associated to participation rates
Comprehensive Quality Assessment Unit
International Assessment
National Questionnaires of Quality and Educational Context
Educational Quality Indicators (Self-esteem; Environment; Participation and Citizenship Education; Healthy Lifestyle)
There are 10 of us

4. 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
School collaboration officer: contact schools for us
We asked the external provider to set up a call center
We motivate students to take the test and to do their best in it

5. Field operations 174 schools 3,189 students 3,300 schools
Chilean Sample
International Sample
174 schools
3,189 students
3,300 schools
60,000 students
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 ( s)

6. 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)
National Score Average
Below international media (less than one standard deviation)
It is usual for Chile to be under the international average score, this also happens in PISA, TIMSS, ICCS, etc. Chile tends to perform better than many Latin American countries.
In general, our country average is more than one standard deviation from top performers, this is not the case on ICILS.
Socioeconomic status and CIL
One standard deviation between lower and higher socioeconomic groups
This also happens in national assessment and other international studies.
Students are not reaching the higher abilities assessed by the test
Chilean students do not reach higher level of CIL proficiency
Not even 1% of Chilean students can demonstrate systematically the abilities described on highest proficiency level. However,
Girls perform better than boys
25 points of difference
Self perceptions
High levels of self-confidence
CIL is developed out of the school
Use of computers at the school
No correlation (or negative) between use of computers at class and CIL performance
Students from lower socioeconomic groups use more frequently computers at the school

7. Main Results for Chile Geographic area
Urban schools achieve better results than rural schools
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
Geographic area
Students are not reaching the higher abilities assessed by the test
Chilean students do not reach higher level of CIL proficiency
Not even 1% of Chilean students can demonstrate systematically the abilities described on highest proficiency level. However, only 5% of students achieved level 4 proficiency in Korea, the country with highest proportion of students at this level.

8. 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
According to what students said
Self perceptions
High levels of self-confidence
CIL is developed out of the school
Use of computers at the school
No correlation (or negative) between use of computers at class and CIL performance
Students from lower socioeconomic groups use more frequently computers at the school

9. I have always been good at working with computers.
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
Even though boys are slightly more confident, girls actually perform better in the test
Self perceptions
High levels of self-confidence
CIL is developed out of the school
Use of computers at the school
No correlation (or negative) between use of computers at class and CIL performance
Students from lower socioeconomic groups use more frequently computers at the school

10. 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
This is something which we can investigate further
Girls perform better than boys
As in most countries, there is a difference positive for girls, in Chile this gap is 25 points of difference
Self perceptions
High levels of self-confidence
CIL is developed out of the school
Use of computers at the school
No correlation (or negative) between use of computers at class and CIL performance
Students from lower socioeconomic groups use more frequently computers at the school

11. 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 consolidated the most basic skills described in 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 .
In summary…

12. Presence in written and audiovisual media
Communication
Press conference
Presence in written and audiovisual media

13. ICILS 2013 – Chilean experience
Educational Quality Assurance Agency Thanks for your attention