Assessment of basic school graduates’ readiness for life in the information society
https://doi.org/10.32517/0234-0453-2025-40-4-39-49
Abstract
The ability to work with information is becoming a key success factor in the modern world, and the formation of information and communication competence (IC competence) in the younger generation is one of the most important task of general education. Based on the data obtained during the testing of the IC competence of basic school graduates, the study answers two questions: 1) What are the main deficiencies in the IC competence of ninth-graders? 2) How realistic is it to conduct a valid assessment of the IC competence of students in a modern mass school? More than 30 thousand ninth-graders participated in the testing. To assess the IC competence, a domestic digital tool ICL-test with automatic feedback was used. The test is based on the methodology of evidence-based argumentation and consists of authentic scenario-type tasks that are close to the tasks of working with information encountered in the daily life of schoolchildren. The testing was supplemented by a parallel survey of students, their teachers and heads of educational organizations who participated in the survey. The results of the study showed that more than half of the participants failed to demonstrate competence corresponding to their readiness for successful life in the modern information society. Deficiencies were identified that require the attention of teachers, methodologists and education managers. The practical suitability of the developed tool for a fullscale assessment of the IС competence of students in a general school was proven. The results of the study will be useful for teachers, methodologists and education system managers involved in digital transformation and updating the content of general education.
About the Authors
S. M. AvdeevaRussian Federation
Moscow
A. Yu. Uvarov
Russian Federation
Moscow
References
1. Care E., Kim H., Vista A., Anderson K. Education system alignment for 21st century skills: Focus on assessment (Optimizing Assessment for All (OAA)). The Center for Universal Education at the Brookings Institution; 2019. 40 p. Available at: https://www.brookings.edu/wp-content/uploads/2018/11/Education-system-alignment-for-21stcentury-skills-012819.pdf
2. Ali R., Katz I. R. Information and communication technology literacy: What do businesses expect and what do business schools teach? ETS Research Report Series. 2010;2010(2):i–20. DOI: 10.1002/j.2333-8504.2010. tb02224.x. Available at: https://files.eric.ed.gov/fulltext/ ED523954.pdf
3. NdunguM.W. Integrating basic artificialintelligence literacy into media and information literacy programs in higher education: A framework for librarians and educators. Journal of Information Literacy. 2024;18(2):1–18. DOI: 10.11645/18.2.641. Available at: https://journals.cilip.org.uk/jil/article/view/690/612 4.
4. Chiu T. K. F., Ahmad Z., Ismailov M., Temitayo Sanusi I. What are artificial intelligence literacy and competency? A comprehensive framework to support them. Computers and Education Open. 2024;6:100171. DOI: 10.1016/j.caeo.2024.100171.
5. Prensky M. Digital natives, digital immigrants, Part II: Do they really think differently? On the Horizon: The International Journal of Learning Future. 2001;9(6)1–6. DOI: 10.1108/10748120110424843. Available at: https:// marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf
6. Fraillon J., Ainley J., Schulz W., Duckworth D., Friedman T. IEA InternationalComputer and InformationLiteracy Study 2018 Assessment Framework. Springer Cham; 2019. 81 p. DOI: 10.1007/978-3-030-19389-8.
7. van Deursen A. J. A. M., van Diepen S. Information and strategic Internet skills of secondary students: A performance test.Computers & Education. 2013;63:218–226. DOI: 10.1016/j.compedu.2012.12.007. Available at: https://www.alexandervandeursen.nl/Joomla/Media/Journal/2013%20-%20Seconday%20Students.pdf
8. Calvani A., Fini A., RanieriM., Picci P. Are young generations in secondary school digitally competent? A study on Italian teenagers. Computers & Education. 2012;58(2):797–807. DOI: 10.1016/j.compedu.2011.10.004.
9. AlawidaM., Omolara A. E., Abiodun O. I., Al-Rajab M. A deeper look into cybersecurity issues in the wake of Covid-19: A survey. Journal of King Saud University — Computer and Information Sciences. 2022;34(10, Part A):8176– 8206. DOI: 10.1016/j.jksuci.2022.08.003.
10. Avdeeva S. M., Uvarov A. Yu., Tarasova K. V. Digital transformation of schools and student’s information and communication literacy.Voprosy obrazovaniya / Educational Studies Moscow. 2022;(1):218–243.(InRussian.)EDN: XJMJAA. DOI: 10.17323/1814-9545-2022-1-218-243.
11. Avdeeva S. M., Rudnev M. G., Vasin G. M., Tarasova K. V., Panova D. M. Assessing information and communication technology competence of students: Approaches, tools, validity and reliability of results. Voprosy obrazovaniya / Educational Studies Moscow. (In Russian.) 2017;(4):104–132. EDN: XPUYMH. DOI: 10.17323/1814- 9545-2017-4-104-132.
12. Mislevy R. J. Sociocognitive foundations of educational measurement. NY, Routledge; 2018. 458 p. DOI: 10.4324/9781315871691.
13. Digital transformation: A framework for ICT Literacy: A report of the International ICT Literacy Panel. NJ, Princeton, ETS; 2002. 48 p. Available at: https://www.ets.org/Media/Research/pdf/ICTREPORT.pdf
14. Covello S. A review of digital literacy assessment instruments.Syracuse UniversitySchool ofEducation/IDD & E, IDE-712: Analysis for Human Performance Technology Decisions. Academic Press; 2010. 31 p. Available at: https://www. studocu.com/ph/document/pontifical-and-royal-universityof-santo-tomas-the-catholic-university-of-the-philippines/ digital-communications/a-review-of-digital-literacy-assessment/44826196
15. Eshet-Alkalai Y. Thinking in the digital era: A revised model for digital literacy. Issues in Informing Science and Information Technology. 2012;9:267–276. DOI: 10.28945/1621. Available at: https://iisit.org/Vol9/IISITv9p267-276Eshet021.pdf
16. Sparks J. R., Katz I. R., Beile P. M. Assessing digital information literacy in higher education: A review of existing frameworks and assessments with recommendations for next-generation assessment. ETS Research Report Series. 2016;2016(2):1–33. DOI: 10.1002/ets2.12118. Available at: https://files.eric.ed.gov/fulltext/EJ1124778.pdf
17. Carretero Gomez S., Vuorikari R., Punie Y. DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. EUR 28558 EN. Luxembourg, Publications Office of the European Union; 2017. 48 p. DOI: 10.2760/38842 (online), 10.2760/836968 (print), 10.2760/00963 (ePub). Available at: https://publications.jrc.ec.europa.eu/repository/bitstream/JRC106281/web-digcomp2.1pdf_%28online%29.pdf
18. Vuorikari R., Kluzer S., Punie Y. DigComp. 2.2: The Digital Competence Framework for Citizens — With new examples of knowledge, skills and attitudes. EUR 31006 EN. Luxembourg, Publications Office of the European Union; 2022. 132 p. DOI: 10.2760/115376. Available at: https://publications.jrc.ec.europa.eu/repository/bitstream/JRC128415/JRC128415_01.pdf
19. Law N., Woo D., de la Torre J., Wong G. A global framework of reference on digital literacy skills for indicator 4.4.2. Information Paper No. 51. June 2018. UIS/2018/ ICT/IP/51. Quebec, Canada, UNESCO Institute for Statistics (UIS); 2018. 146 p. Available at: https://uis.unesco.org/sites/default/files/documents/ip51-global-frameworkreference-digital-literacy-skills-2018-en.pdf
20. Fraillon J. (Ed.) An International Perspective on Digital Literacy: Results from ICILS 2023. Amsterdam, The Netherlands, International Association for the Evaluation of Educational Achievement (IEA); 2024. 398 p. Available at: https://www.iea.nl/publications/icils-2023-internationalreport
Review
For citations:
Avdeeva S.M., Uvarov A.Yu. Assessment of basic school graduates’ readiness for life in the information society. Informatics and education. 2025;40(4):39-49. (In Russ.) https://doi.org/10.32517/0234-0453-2025-40-4-39-49























