APAC_PartnerKit_PARTNER.pdf

Internet and Computing Core Certification

Internet and ComputingCore CertificationS e t t i n g t h e S t a n d a r d

Internet & Computing Core Certification

(IC³) Program


the internet and Computing Core Certification (iC³) ® program is the world’s

first digital literacy training and certification program, and the only globally

validated computer literacy credential. iC³ Certification consists of three

individual exams:

•ComputingFundamentals

•KeyApplications

•LivingOnline

each exam covers a different and significant area of digital literacy as developed

bytheGlobalDigitalLiteracyCouncil(www.gdlcouncil.org).Togethertheyform

a composite of the knowledge and skills every computer user should possess.

iC³ exam questions and skill tasks are psychometrically validated and consistent

across languages and geographies.

Your customers have the freedom and convenience to deliver certification

exams at their own on-site lab in a proctored environment. ease and accessibility

are a tremendous advantage in motivating candidates to pursue iC³ certification

by more effectively addressing schedule and budget issues.

Your customer’s lab can provide a printed report of the candidate’s test results

immediately after completing an exam. test results are also uploaded to a global

candidatedatabasefromwhichcandidatescanviewtheirOnlineDigital

transcripts. Candidates can also share this data by authorizing others, such as

prospective employers, to view the transcripts.

Why IC3?

• Theprogramwillgenerateadditionalrevenuestreamsforyourcompany.

•Certificationmeetsthemarketdemandforagloballyrecognizedcredential.

• ExamsarecreatedbyCertiport,whoisalsothedeveloperand

administrator of the Microsoft Certified application Specialist program and

the adobe Certified associate program.

•Certificationmaybeverifiedthroughaglobalcandidatedatabase.

•Theprogramissupportedbya24/5callcenterwhichisaccessible

worldwide.

•Certiportmaintainspartnershipwithleadingcourseware(trainingmaterial)

vendors.

Features oF IC3 CertIFICatIons:

reaDy-to-use eXaM ForMat

iC³ exams are consistent and psychometrically valid. easy to implement and

administer at local testing lab.

PerForManCe-BaseD eVaLuatIons

Objective,quantifiableevaluationofcandidate’sperformancecapabilities

provides instructors with an accurate assessment of candidate’s skills and abilities.

Overview

autoMateD sCorInG anD ProCesses

the automated scoring and processes of iC³ significantly reduce administrative

time and costs while providing valuable skills assessments.

onLIne DIGItaL transCrIPts

OnlineDigitalTranscriptspermitcandidatestoshowcasetheircertificationskills

wherever the opportunity presents itself, be it locally, nationally, or internationally.

digital transcripts are fraud-proof and easy to share.

VaLIDatIon CoDes

iC³ certificates include a validation code printed on the certificate. By going to

http://verify.certiport.comandenteringthiscode,theassociateddigitalcertificate

canbeviewed,aswellastheobjectivesforIC³andwhatwaslearned.

Candidates can include validation codes on their resumes and academic

applications to provide a powerful and professional way to verify iC³ certification.


a unIVersaL stanDarD

iC³ provides instructors with a reliable and validated measurement tool to

understand the digital literacy skills of their candidates. it is also a standard that

generates consistent results from school to school, geography to geography.

Learnaboutthestandardatwww.gdlcouncil.org.

aBout CertIPort

Certiport prepares individuals with current and relevant digital skills and

credentials for the competitive global workforce. these solutions are delivered

bymorethan12,000CertiportCentersworldwideandincludeCertiport

internet and Computing Core Certification (iC³®), the official Microsoft®Office

certification programs and the adobe® Certified associate certification program.


CertIFICatIon PathWay

Step 1 : BenChMarK

iC3FastTrack

internet & Computing Benchmark

Step2 : Learn

internet & Computing Mentor

iC³ approved Courseware

iC3 Practice test

SteP 3 : VaLIDate

Step4 : aDVanCe

adobe® Certified associate

Microsoft® Certified application Specialist

Microsoft®OfficeSpecialist

Benchmark Learn

| stanDarDs |

VaLidate adVance


saMPLe QuestIons FroM the Internet &

CoMPutInG Core (IC3) CertIFICatIon eXaMs:

Computing Fundamentals

Sample Questions

Key applications


Living online


IC³ Success Stories


naKatsu CoMMerCIaL hIGh sChooL

IC³ Fills a Gap and Builds a BridgeAdding IC³ to high school curriculum increases ICT skills,

improves student exam results and motivates students to

seek additional certifications

January 2007

Second-year information management students at nakatsu Commercial high

School in Japan are now required to take classes focused on Certiport internet

and Computing Core Certification (iC³®) and must take iC³ exams to prove

their knowledge of the fundamental computing skills required by today’s

businesses. as a bonus, information management students have found iC³

provides the information necessary to bridge the knowledge gap between two

other assessment exams recommended for graduation.

BaCKGrounD

established in 1916, nakatsu Commercial high School is a well-known school in

theOitaprefectureofJapan.Withamottofocusingonsincerity,diligence,

independence and self-respect, the school produces students who will be in high

demand when they enter the business world. to create these employable young

people, the school includes industry certifications as an important and highly

emphasized part of its curriculum.

Onecertification,theFirstCertificateinZenshoInformationProcessingExam,is

required of all information management students before they graduate. in

addition, students are required to prepare for the more-challenging Japan

information technology engineers examination Center (JiteeC) System

administrator examination. as students prepare for and take these exams, the

school learns valuable lessons about its curriculum and the preparation its

students need to find employment.

“Wefoundtherewerebigdiscrepanciesbetweenthesetwoexamsbothinthe

levelandinthecontentofwhatstudentsneedtolearn,”saidTsukasaWatanabe,

the informatimanagement teacher at nakatsu Commercial high School. “it was

very challenging for our students to pass the System administrator examination.

iC³ caught our attention because it is an appropriate certificate to fill the gap

and be a bridge between these two exams.”

iC³ is now part of nakatsu Commercial high School’s official curriculum for its

information management program. the courses that train students to earn iC³

certification is a graduation requirement, and all three iC3 exams—Computing


Fundamentals,KeyApplicationsandLivingOnline—aremandatory.“Studentsare

encouraged to do their best tpass the exams and acquire iC³ certification,”

explainedWatanabe.

ProCess

BeforeNakatsuCommercialHighSchooladdedIC³toitscurriculum,Watanabe

and three of his information management students participated in the Challenge!

iC³ initiative and experienced the iC³ credential. Challenge! iC³ is a program

sponsoredbyOdysseyCommunications,Inc.,aCertiportSolutionProvider,that

offers iC³ exams and courseware free of charge to one teacher and three

studentsatparticipatinghighschools.Todate,80schoolslikeNakatsu

Commercial high School have elected to participate in the program.

“Whathitmemostwasthateventhoughourinformationmanagementcourse

is where students should learn ‘information,’ the curriculum had not been

designed based on the knowledge or skills required in today’s professional

environment,”Watanabesaid.

ThestudentswhotriedChallenge!IC³withWatanabehadalreadytakenallof

theclassesrequiredtopreparefortheFirstCertificateinZenshoInformation

Processing exam, yet none of them were initially able to achieve iC³. as a result,

instructors at nakatsu Commercial high School reviewed the discrepancies

between the school’s curriculum and how information technology (it) is used in

therealworld.Becausehe,too,hadtakentheIC³exams,Watanabeclearly

understood the fundamental information technology knowledge and skills

systematically. “it provided me a great opportunity to review my teaching

methods,” he said.

now second-year information management students take courses to prepare

forIC³.TheytakeaComputingFundamentalsclassduringtheirfirstsemester,

followedbytheIC³ComputingFundamentalsexamduringsummervacation.

LivingOnlineistaughtduringthesecondsemester ;theIC³examisavailable

duringthewinterbreak.Finally,KeyApplicationstrainingisofferedinthethird

semester, and the iC³ exam is given during the spring break.

“Wehavedesignedthecurriculumsothethreeexamsaretakenbytheendof

theschoolyear,”Watanabesaid.“Butstudentscantakeexamsanytime,

depending on their progress and level of understanding.”

StudentspaytheirownIC³examfees.“Weexplainthemeaningandbenefitsof

studyingIC³tostudentsandtheirparents,”Watanabesaid.

Whenthefirst79studentstooktheIC³ComputingFundamentalsexamatthe

end of the first semester this year, unfortunately, only a few passed. “these

results taught me that teachers, including myself, need to provide additional

practicalinformationfromtimetotimeinsteadofjustlettingstudentsmemorize

whatiswritteninthetextbook,”Watanabesaid.


resuLt

“there are many it assessments in the industry, but as far as i can see, iC³ is the

only certification that evaluates skills and knowledge to meet what today’s

businessesdemand,”Watanabesaid.“ComputingFundamentalsteachesvery

fundamental it-related troubleshooting—exactly what the real world requires

most.LivingOnlinecoverstheessentialsecurityandmoralsforaninformation

society,andKeyApplicationsallowsstudentstolearnbasicapplicationsoftware

operation. iC³ allows us to understand and learn the various aspects of it

specifically and practically.”

nakatsu Commercial high School has already seen positive results since

implementingtheIC³program.“Oneofthebenefitsweseeisthatstudentsnow

require less support from instructors during the application operation classes,”

Watanabereported.“Theyarenowabletosolvebythemselvesoramong

themselves some of the problems they have during operation. i feel students

have become more confident about themselves by solving the small problems

on their own, and this experience has further motivated them to learn.”

Infact,morethantheusualnumberofstudentspassedtheFirstCertificatein

ZenshoInformationProcessingExaminSeptemberthisyear.Watanabe

attributes this success to students anticipating their iC³ study. “they are now

awarethatIC³iscomingaftertheZenshoexam,andthereforestrongly

recognizetheimportanceofpassingandfinishingtheZenshoexamintheir

academic calendar,” he said. “iC³ motivates students to rise to the challenge of

new certifications and qualifications. Because of the rather big gap between the

difficultylevelsoftheZenshoexamandthatoftheSystemAdministratorexam,

quiteafewstudentsusedtoperceivetheZenshoexamastheirlastandasthe

primetargettoattain.Now,theyhaveanothergoal—IC³—andtheZensho

examhasbecomejustamilestone.”

Onethird-yearstudentwhohasacquiredIC³saidthecertificationhelped

prepare him for the System administrator exam. “i used to think the System

administrator exam appeared too difficult to me, and i almost had given up

taking the exam,” he said. “now having acquired iC³, i am more confident about

myself.WhilestudyingforIC³,Igainedusefulstudyskillssuchasreading

textbooks carefully and thoroughly and understanding several related issues in

connection to each other. these skills will be quite helpful when studying for

other exams in the future. i am going to try taking the System administrator

exam someday. iC³ certification proves my fundamental it knowledge and skills. i

look forward to building the fundamentals that i have learned through iC³.”

WatanabesaidNakatsuCommercialHighSchoolstudentsareproudtheyattend

an academic institution that offers iC³ certification. “they feel proud of their learning

environment because they have been given a chance to strive for a qualification that

cannot be acquired in other schools,” he said. “it builds their confidence and pride in

what they learn and gives them further motivation to study.”


“Certiport” and “iC³” are registered trademarks of Certiport, inc. in the United States and other countries. “Microsoft” is either a registered trademark or trademark of Microsoft Corp. in the United States and other countries. the names of actual companies and products mentioned herein may be the trademarks of their respective owners.

ForinformationmanagementstudentsatNakatsuCommercialHighSchool,IC³

will provide a pathway to employment and success in the business world. “it is

hard to know how much a new graduate’s knowledge or skills can meet a

business’srequirements,”Watanabesaid.“But,becauseIC³isaworldwide

industry standard that validates it literacy, it improves one’s practical it skills. i

am so happy to have iC³ in our curriculum.”

aBout CertIPort

Certiport prepares individuals and communities with current and relevant digital

skills and credentials for the competitive global workforce. these solutions

include Certiport internet and Computing Core Certification (iC³®) and the

Microsoft®OfficeSpecialistcertificationprogramsdeliveredbymorethan12,000

CertiportCentersworldwide.Formoreinformation,visitwww.certiport.com.


KoFu CoMMerCIaL CoLLeGe

Kofu Commercial College Adds IC³ to Curriculum to Provide Solid Foundation for Information Technology LearningTwo-year program culminates in IC³, produces confident

and employment-ready students

January 2007

KofuCommercialCollegestudentsstudyinginformationtechnology(IT)havean

exciting, new opportunity this year : Certiport internet and Computing Core

Certification (iC³®), the world’s only globally recognized standards-based

certification for basic computer skills, has been added to the college’s curriculum.

to provide a foundation for continued it instruction and to meet the high

expectations of potential employers, the three iC3 exam components—

ComputingFundamentals,KeyApplicationsandLivingOnline—arenow

included in a two-year program that offers future commercial business

technicians a basis on which they can build and validate their computing skills.

BaCKGrounD

Establishedin1991byKofuCityofYamanashiPrefecture,KofuCommercial

College is one of the only public technical colleges in Japan that focuses its

academic study on it and accounting. Using one-on-one instruction and

emphasizing the importance of qualifications, the college strives to educate its

students with practical abilities to become “commercial business technicians,” an

academic title given to graduates of selected technical colleges.

Withonly120students,KofuCommercialCollege’ssmallclassesprovidean

educational environment equipped with the latest facilities and programs.

Starting this academic year, iC³ is part of the college’s curriculum, providing

students opportunities to gain familiarity with computers and to earn a

worldwide certification.

“i first learned about iC³ a year ago while reading gokaku Joho Shori (Successes

inITEEmagazine),”saidTakahiroHarada,thedirectorofIT-relatedsubjectsatKofu


Commercial College. “the magazine contained an article introducing iC³ and said

the program is capable of separately evaluating necessary skills for each of three

areas—fundamental knowledge of computers, fundamental knowledge of

networks and operation of application software. i was very interested in the idea.”

harada said his discovery of iC³ was especially timely because some of the

college’s current assessment exams were being abolished by the end of the

academicyear.“Weneededtoreconsiderwhatcertificateexamsstudents

shouldtakeforthenextacademicyear,”hesaid.“WedecidedtoteachIC³in

our courses.”

“Students these days have a lot of chances to use computers—in high schools,

juniorhighschoolsandathome—and,consequently,areveryfamiliarwiththe

operation of applications such as Microsoft®WordandExcel,”Haradaexplained.

“however, it seems as though they do not properly understand the

fundamentals of computers. today, employers require personnel who have an

overall knowledge of network, hardware and software. individuals who are only

good at operating applications are not able to make the contributions expected

in business.

“iC³ is the best tool for students to learn an overall knowledge of computers

becauseofitsthreesubjects.IalsoconsiderIC³tobeveryhelpfulinlearningthe

basic knowledge and skills necessary for acquiring upper-level qualifications, such

as the information technology engineer examination (itee), one of the most

popular national it-skill qualifications in Japan.”

ProCess

Studentsparticipatinginthetwo-yearprogramatKofuCommercialCollege

take a variety of courses, including instruction in information processing, end-

user computing, multimedia communications and software operations. they use

IC³exampreparationtextbooksandamock-questionsworkbookfromFujitsu

OfficeMachines,Ltd.,aCertiportApprovedCoursewareProvider.Inaddition,

studentsusepracticematerialscreatedbyHaradatopreparefortheKey

applications portion of iC³. they also have opportunities to experience various

troubleshootingcasestopreparefortheComputingFundamentalsexam

scheduled in their second year.

OneofKofuCommercialCollege’splanstoensurestudentssuccessfully

complete iC³ is to appropriately schedule training and examination. “it is neither

efficient nor effective to start studying for an exam you are taking a year later,”

Haradaexplained.“Focusinglearningeffortsduringashortperiodoftimeis

moreeffectivethanlearninglittlebylittleoverabroadtimeframe.Fortunately,

iC³ allows us to set exam dates as we like, so we can always set the best date,

considering carefully the other exams students have on their calendars.”

KofuCommercialCollegestudentsareencouragedtopassKeyApplicationand

LivingOnlineexamsduringtheirfirstyear.ComputingFundamentalsisa


requirement for second-year students to earn course credit. Students pay their

own exam fees, which are collected each april along with fees for reference

books and workbooks.

KofuCommercialCollege’sintensiveinstructionalstylehasalreadyprepared

manystudentstopassIC³exams.FortystudentsareexpectedtoearnIC³by

the end of the college’s first two-year cycle of the course. ”the new classes are

running successfully so far,” harada reported.

Masakazu hatsushika, a student participating in the program, appreciates the

opportunitytoearnIC³atKofuCommercialCollege.Throughhisstudy,

hatsushika has learned computer management skills, software operation,

equipment maintenance and computer configuration. “taking iC³ exams has

made me more familiar with computers and has given me the knowledge to

solve common personal computer problems, change system settings through the

control panel and install and remove software by myself.”

resuLt

HaradahopesKofuCommercialCollegestudentswhoearnIC³arepreparedto

continue their it study and pursue employment.

“acquisition of iC³, i think, is a milestone,” he said. “individuals have to acquire

qualifications to be the employees needed by the society in which they live. iC³

is an international certificate, and i have no doubt that acquiring this certification

will help build student confidence. More will be required of them if they intend

to be experts in their field. to this end, it is very important they have a solid

foundation. i sincerely hope our students will take a full advantage of iC³ as a

step toward training themselves to be higher-value-added personnel.”

hatsushika said iC³ is great preparation for the future. “acquiring computer skills

is inevitable for me to live in the future society, and i will continue to improve my

it skills.”

aBout CertIPort

Certiport prepares individuals and communities with current and relevant digital

skills and credentials for the competitive global workforce. these solutions

include Certiport internet and Computing Core Certification (iC³®) and the

Microsoft®OfficeSpecialistcertificationprogramsdeliveredbymorethan12,000

CertiportCentersworldwide.Formoreinformation,visitwww.certiport.com.

“Certiport” and “iC³” are registered trademarks of Certiport, inc. in the United States and other countries. “Microsoft” is either a registered trademark or trademark of Microsoft Corp. in the United States and other countries. the names of actual companies and products mentioned herein may be the trademarks of their respective owners.


Kyoto KoKa WoMen’s unIVersIty

Japanese University Includes IC³ in Curriculum to Standardize Digital Literacy and Inspire Student DevelopmentStudents prepare for future employment by certifying current

and relevant computing skills

Lastyear,KyotoKokaWomen’sUniversityinKyoto,Japan,realigneditsMedia

information curriculum to match the requirements of Certiport internet and

Computing Core Certification (iC³®), a globally recognized standard for digital

literacy that validates the fundamental computer and internet skills and

knowledgerequiredtobesuccessfulinschool,workandlife.Withthis

curriculum update, the university now offers its students a worldwide standard

that develops digital literacy, helps students set learning goals and increases

confidence in their ability to participate effectively in the digital community.

BaCKGrounD

Establishedin1940,KyotoKokaWomen’sUniversityoffersavarietyofcourses

focusing on information education and vocational guidance. its Media

Informationprogram,whichhasanenrollmentofapproximately70firstand

second-year students, offers a wide range of curriculum to match the social

needs of students who may someday find employment in industry.

Searchingforaunifiedstandardfordigitalliteracy,KyotoKokaWomen’s

University recently updated the Media information curriculum to match iC³.

“in today’s information-oriented society, information literacy is required of all

students,”explainedassociateprofessorIsseiAbe.“Fundamentalknowledgeof

information equipment is vital, so we looked for an appropriate standard to

match our expectations.”

abe said other Japanese universities use certification programs to evaluate

informationliteracy,butKyotoKokaWomen’sUniversityfoundIC³wastheonly

program that included the well-balanced skill set required in actual office

environments. in addition, abe said iC³’s three components—Computing

Fundamentals,KeyApplicationsandLivingOnline—makeitavalidevaluationof


computing knowledge and skills. iC³’s worldwide recognition made it even more

attractive to the university.

“IC³isrecognizedworldwideasanobjectivestandardtobeachievedtoprove

one’s information literacy,” he said.

ProCess

Oneyearago,KyotoKokaWomen’sUniversityaligneditsMediaInformation

curriculumwiththeexamobjectivesandskillstandardsrequiredofthe

ComputingFundamentalsandLivingOnlineIC³components.Studentsstudy

“ComputingFundamentals”foronesemester,followedby“Network

Fundamentals”inasecondsemester.Finally,studentstakeaone-year

“information Processing” course to learn Microsoft®WordandExceland

preparefortheIC³KeyApplicationsexam.Uponconclusionofallthreecourses,

students are prepared to take and pass iC³ exams.

all iC³ exam fees are paid by students interested in pursuing the certification.

KyotoKokaUniversityhasbeenaCertiportCenter,anauthorizedtestingcenter,

for two years.

CertIFICatIon

Inthelastyear,sevenKyotoKokaWomen’sUniversitystudentsparticipatingin

the Media information program earned iC³ certification. although the

certification is not required for course completion or graduation from the

university,20studentspassedatleastoneIC³exam.

resuLt

KyotoKokaWomen’sUniversitystudentsappreciatetheopportunitytheynow

have to earn iC³ certification. abe reported that many students are pleased with

the program and the opportunity it gives them to set and achieve their

computing goals.

“Wehavereceivedmanypositivecommentsabouthoweasyitistopreparefor

IC³becauseitscontentisverystandardized,”Abesaid.“Ourstudentsaretrying

very hard to pass the exams. iC³ is important to them, as is the opportunity to

learn more about computers. i believe we have been successful in providing our

students a very useful credential and skill set they can use right after graduation.”

AbesaidthatbyofferingIC³aspartoftheMediaInformationcurriculum,Kyoto

KokaWomen’sUniversityhasenhancedtheoveralldigitalliteracylevelof

students at the university and has developed the credibility of the Media

Informationcourses.Further,studentsintheprogramarenowmoreinterested

in computer and networking technology and have increased confidence, which

may result in pursuit of additional certifications.

To learn more about Certiport and the IC³certification, visit www.certiport.com or

call Certiport Customer Services and Support at 1-888-999-9830.


Certiport Set to Strengthen ICT Skills of Bruneian WorkforceSEAMEO Voctech in Brunei upgrades to Certiport IC³ and

Microsoft Office Specialist programs from ICDL assessments to

provide workers world-class skills

BruneI—oCtoBer 25, 2006

Certiport today announced the signing of an agreement that will pave the way

for members of the Bruneian workforce to learn and validate information and

communications technology (iCt) skills while earning globally recognized

credentials. Parties representing the South-east asian Ministers of education

OrganizationRegionalCenterforVocationalandTechnicalEducationandTraining

(SEAMEOVoctech)andWordware,aCertiportSolutionProvider,indicatedthe

scope of the agreement will include programs for both the private and public

sectors in Brunei.

“in the face of increasing regional and global competition, the stakes for

developing a digitally proficient workforce are very high,” said randy Pierson,

executive vice president of Certiport. “teaching computer skills alone is not

enough. iCt training must be comprehensive and measured against

internationally accepted standards.”

Afterextensiveevaluation,aselectioncommitteefromtheSEAMEOVoctech

elected to adopt Certiport internet and Computing Core Certification (iC³®)

and Microsoft®OfficeSpecialist(MOS)certificationsfortheirrelevancyand

globalrecognitionoverInternationalComputerDrivingLicense(ICDL)products.

BothIC³andMOSprogramsarebasedonvalidatedstandardsupdatedon

regularcycleswiththehelpofaglobalarrayofsubjectmatterexpertsfrom

business and academia. Because of their worldwide portability, Certiport iC³ and

MOSareproofofcurrentandrelevantskillsthatcanbeverifiedwithDigital

TranscriptsfromtheglobalWebsitehttp://verify.certiport.com.

Bordering Malaysia, Brunei’s economy has largely developed around the

production of crude oil and natural gas resources. new opportunities ushered in

by the information age have prompted leaders to seek out iCt training and

certificationforthe90,000membersoftheBruneianworkforce.

“although the ability to use a computer is as important as reading and writing,

the exposure does not necessarily translate into understanding iCt concepts,”

WilsonWong,presidentofWordware,said.“Providingtheopportunitytoearn


these globally recognized credentials will be an effective investment for the

future development of Brunei.”

MohamadAbuBakarsignedtheagreementonbehalfofSEAMEOVoctech,and

WilsonWongrepresentedWordware,respectively.Witnesstothesigningwas

Dr.MilagrosCamposValles,deputydirectorandprofessionalandcurriculum

specialistatSEAMEOVoctech.

about Certiport

Certiport provides industry-leading training, assessment and certification

solutions that enable individuals to develop the skills necessary to achieve more,

distinguish themselves and advance in today’s academic and business

environments. these solutions include Certiport internet and Computing Core

Certification (iC³®), the Microsoft®OfficeSpecialistcertificationprogramand

MicrosoftITAcademydeliveredthroughachannelofmorethan10,000

CertiportCentersworldwide.FormoreinformationaboutCertiport,visit

www.certiport.com.

Certiport and iC³ are registered trademarks of Certiport, inc. in the United

States and other countries. Microsoft and PowerPoint are either registered

trademarks or trademarks of Microsoft Corp. in the United States and other

countries;andtheMicrosoftOfficeSpecialistlogoisusedunderlicensefrom

owner. the names of actual companies and products mentioned herein may be

the trademarks of their respective owners.

Press Contact:

doug anderson

Certiport Corporate Communications

801-847-3158

[email protected]


hon. JesLI a. LaPus

Philippine Digital Literacy Program to Train and Certify Up to 500,000 Public School TeachersPhilippine government chooses Certiport IC³ as international

standard to empower Filipinos to compete in global workforce

PathWays haWaII—JuLy 2008

as the Philippine government launches a massive digital literacy program to

develop and validate public school teachers’ information and communications

technology (iCt) skills using Certiport® internet and Computing Core

Certification (iC³®), the man behind the initiative understands clearly the

importanceofICTcompetency.DepartmentofEducationSecretaryJesliLapus,

who is tasked with preparing the country’s next generation of

globallycompetitiveworkers,saidtechnologyisnolongeraluxury;

it is now a standard. and, he continued, digital literacy is a

vital component of the Philippine department of education’s

literacy requirements.

“as information and knowledge are churned out through a variety

of electronic media, the task of knowing them well enough is proving

tobegreaterwitheachpassingday,”SecretaryLapussaid.“Obviously,

those with unlimited access to information and the inclination

toward acquiring new knowledge will flourish in this era of the

Internet.Buttherestofus—thegreatermajorityof

Filipinos—whodon’thavethetime,moneyormental

capacity to acquire this infinite amount of knowledge,

areatadisadvantageinthisinformationage.Ourfailure

to see these realities will make us unable to compete in

the high-tech global economy.”

in surveying the global economy, the gross domestic

product (gdP) of the Philippines ranks fifth compared

to the original five member countries in the association

of Southeast asian nations (aSean).

GDP - ASEAN

$364

$207

$156

$137

$118

$0

$50

$100

$150

$200

$250

$300

$350

$400

Indonesia Thailand Malaysia Singapore PhilippinesCountry

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ions

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GDP - G7 & ASEAN

13,1

94.7

0

4,37

7.05

2,91

5.87

2,40

2.00

2,25

2.11

1,85

8.34

1,27

5.28

1,10

0.00

0

2,000

4,000

6,000

8,000

10,000

12,000

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UnitedStates

Japan Germany UnitedKingdom

France Italy Canada ASEAN

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Comparedtotheworld’ssevenmajoradvancedeconomies,theemergingand

developing aSean nations, which share a combined gdP of almost US$1.1

billion, clearly have room to grow.i

Toensurehiscountry’sinternationalcompetitiveness,SecretaryLapushas

mandated Philippine public school teachers participatiCt training and certification

programs,anintegralpartofthedepartment’soveralleducationagenda.“We

mustequipbothourteachersandourstudentswith21stcenturyskillsthatcan

empowerallFilipinostobecomecompetitiveinthisdigitalage,”hesaid.

In2007,300technicalandvocationalpublicschoolteachersweretrainedand

certified with iC³. Because of the favorable results of this pilot program, iC³

became a qualification for grant eligibility under the country’s Partnership for

technology access programwhich makes iCts more affordable, accessible and

relevant to underserved citizens. More recently, another digital literacy pilot

program launched to provide iCt skills and iC³ credentials to public school

teachers.Todate,morethanone-fithofthePhilippines’morethan500,000

teachers have received digital literacy training by private-sector partners.

SecretaryLapussaidteachers’responsestotheseICTinitiativehavebeenvery

positive. “Many teachers have expressed their desires to participate in iCt

trainings as well as to be able to benchmark their iCt knowledge through

various kinds of globally recognized certification programs like iC³,” he said.

the training and certification have also enabled the departmenteducation to

classify teachers into levels, facilitating additional training programs according to

skills. in addition, digital literacy training and certification have been implemented

at all levels of the Philippine educational system:

•TheBureauofElementaryEducationhaspartneredwithInteltoimplement

the Classmate PC program, which provides personal computers to all

elementary school students.

•TheBureauofSecondaryEducationisworkingtocreatecomputer

laboratoriesin100percentofthecountry’shighschools.

•TheBureauAlternativeLearningSystemisdigitizingitsmodulessomobile

teachers have easier access to instruction materials to better meet the

needs of learners outside the formal school system.

•Thetechnical-vocationalcurriculumhasbeenstrengthenedwithICTto

give thousands of skilled workers the necessary skills to be considered

digitally literate.

SecretaryLapussaidPhilippinePresidentGloriaMacapagalArroyoroyal

understands the importance of digital literacyand it is included as a tool for the

acquisition of life skills in the country’s development plans. “the Philippine

government recognizes that demand for technology-savvy workers has increased

andthatthisposesachallengetoeducationalinstitutions,”SecretaryLapussaid.


“WerecognizeICT’sroleofficiallyinbroadeningaccesstobasiceducation,

improving the quality of learning, improving the quality of teaching and improving

educational planning and management.”

Ashelookstothefuture,SecretaryLapushasconsideredcarefullythe

challenges that lie in the path todigital literacy. “the challenge has more to do

withpeople’s resentment or suspicion of change than with our limited resources,”

he said. “i believe the main obstacle to our ability to take full advantage of

technology in the Philippines is our natural fear of change. it debilitates us and

prevents us from moving forward.”

Tocombatthesefears,SecretaryLapushopesshort-termreformswill

demonstratetoFilipinosthattechnologyisheretostay,and,withit,thecountry’s

competitiveness in the global marketplace will increase. “My goal, as secretary, is

to increase the competitiveness of our students and the caliber of our teachers,”

hesaid.“Wecannotdoawaywithtechnology.Nooneshouldbeleftbehindin

our hopes to achieve overall digital literacy. the key to democratizing access to

education is iCt.”

aBout CertIPort




centers worldwide and include Certiport internet and Computing Core

Certification (iC³®), the official Microsoft®Officecertificationprogramsandthe

adobe®CertifiedAssociatecertificationprogram.Formoreinformation,visit

www.certiport.com.

“Certiport”and“IC³”areeitherregisteredtrademarksortrademarksofCertiport,Inc.intheUnitedStatesand/orothercountries.“Intel”isatrademarkofIntelCorporationintheU.S.and other countries. the names of actual companies and products mentioned herein may be the trademarks of their respective owners.

iInternationalMonetaryFundWorldEconomicOutlookDatabase,April2008Edition.


BrIan LeonarD

College Requires Students Earn IC³ to Cope with Struggling State Economy and Prepare for 21st Century JobsSouthwestern Michigan College faculty and staff are also

required to earn IC³ digital literacy standard

PathWays haWaII— JuLy 2008

WhenBrianLeonardencounteredCertiport® internet and Computing Core

Certification (iC³®), the world’s only globally recognized standards-based

certification for fundamental computing and internet skills, he quickly realized the

digital literacy standard had the potential to meet a critical need with which he

and his colleagues at Southwestern Michigan College (SMC) were struggling:

effectively articulating what it means to the computing and business industries to

be digitally literate.

“in today’s global marketplace, it’s become imperative that individuals have a

foundationofcomputerliteracytobesuccessful,”saidLeonard,deanof

academic development and assessment at SMC. “although much of our

curriculum was already aligned with moving students toward digital literacy, we

had no anchorage with the industry’s perspective related to this need. and,

although we utilized advisory boards to make sure what we were providing in

the academic setting was meeting local needs, we wanted to broaden our

perspective to a national and global level so our students would have

opportunities to be successful.”

Ensuringstudentsarecertifiedandwork-readyfor21stcenturyjobsisgood

news for a state with a struggling economy. Michigan’s unemployment rate has

increasedfrom7.4to8.5inthelastsixmonths,andlayoffsacrossallindustries

haveincreased84.8percentinthepastyear.Michiganjobsinthenatural

resources,mining,constructionandmanufacturingfieldsaredownatotalof24.3

percentfromthistimelastyear ;however,jobsavailableinprofessionaland

business services, education and health services have slightly increasedi. Clearly,


preparing students for employment in new fields within the state and for

entrance in a more global workplace is becoming more and more important.

LeonardsaidmanybusinessesinsouthwesternMichiganprovideservicesin

global industries, including local machine shops with U.S. military contracts and

other companies that outsource services worldwide. “the idea of a global

worker is vital,” he said.

SonowSMCusesIC³inmyriadwaystoensureitsnearly3,000studentsand

300facultyandstaffdevelopcriticalcomputingskillsandexperiencesuccess.

“Ourtrainingservesnotonlyourstudentsbutalsoadvancestheprofessional

development of our faculty and staff.”

InMarch2007,Dr.DianeChaddock,executivevicepresidentandchiefoperating

officer, announced iC3 woube the standard used to define computer literacy as

adegreerequirementatSMC.Laterthatyear,Dr.DavidM.Mathews,college

president, gave a presentation about iC3 and recognized employees who were

certified. Mathews, who is iC³ certified, announced he expects all SMC full-time

facultyandstafftoearnIC³by2009.Sofar,thecollegehasadministeredmore

than1,500IC3examstostudents,facultyandstaff,andmorethan200

individuals have certified.

SMC’s emphasis on digital literacy skills has also motivated local high schools to

addIC³totheircurricula.WhethertheyearnIC³atthecollegeorbeforethey

enroll, students need it to clearly demonstrate digital literacy. “as students come

into the college environment, they are required to engage in a digital world,”

Leonardsaid.“It’sfinanciallyadvantageousforindividualsenrollingat

Southwestern Michigan College to have the certification, because we accept it as

proof of digital literacy.”

WhenSMCdevelopeditsdigitalliteracyprogram,theIC³examobjectives

aligned very naturally with its introductory computer technology course. “having

the opportunity in our introductory courses to complete an externally validated

certificatewasagreatadvantage,”Leonardsaid.“WhatIC³providesusisa

validation that our curriculum is aligned with industry standards not only on a

local level, but on a national and global level.”

Inaddition,thecollege’sEnglishasaSecondLanguage(ESL)department

implementedIC³tobenefitits45programparticipants.“Theyidentifiedanother

importantcomponentofESL:exposuretoaswellasunderstandingof

technology,”Leonardsaid.“Assuch,whenweinstigatedIC³asageneral

education and graduation requirement for students, we included it as a capstone

totheESLprogram.And,becausemanyofourESLstudentsareinternational,

they understand the value of a globally recognized certificate of this nature.”


“Certiport”and“IC³”areeitherregisteredtrademarksortrademarksofCertiport,Inc.intheUnitedStatesand/orothercountries.Thenamesofactualcompaniesandproductsmentioned herein may be the trademarks of their respective owners.

iU.S.BureauofLaborStatistics,20June2008.

LeonardsaidstudentsreallystarttorealizethevalueofIC³whentheyseek

employment. their experiences with the interview and hiring process have

servedasgreatexamplesofthevalueofcertification.“Onestudentwastoldthe

biggestdifferencebetweenherandtheothercandidatesapplyingforthejob

was that the hiring manager had no doubt she was functional in relation to the

things she would be asked to do on computers. the hiring decision was based

strictly on the certification, and she received the position.”

Ashisworkwithdigitalliteracycontinues,Leonardsaidhisgreatestexperiences

have been seeing students’ faces when they emerge from the college’s testing

center having successfully earned iC³. “they have accomplished something, and

it’s non-disputable,” he said.

aBout CertIPort




internet and Computing Core Certification (iC³®), the official Microsoft®Office

certification programs and the adobe® Certified associate certification program.

Formoreinformation,visitwww.certiport.com.


Certification Standard

IC³ Validation Brief

2002-2003


1

DOCUMENT PURPOSE This Validation Summary document has been created to inform those reviewing or evaluating the Internet & Computing Core Certification (IC³) program of the processes and procedures used to develop and validate the IC³ examinations. True certification-level exams undergo an in-depth and strenuous development process. In summary form, this document outlines the steps taken by the exam developers to ensure the IC³ program meets the highest industry standards of quality and validity for test and certification program development. This document is not intended to be an exhaustive report of the research, analysis, and developmental steps taken to create the IC³ certification program. The full validation report, prepared by The Donath Group, is available to qualified parties under a non-disclosure agreement.


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INTRODUCTION Internet & Computing Core Certification Overview The Internet & Computing Core Certification (IC³) is a standards-based certification program for basic computing and Internet literacy. IC³ provides specific guidelines for the knowledge and skills required to be a functional user of computer hardware, software, networks and the Internet. By establishing this vendor-independent standard, IC³ provides a reliable, universal measure of basic computing and Internet skills. IC³ consists of three different competency exams. Passing all three IC³ exams qualify an individual to receive IC³ certification. • Computing Fundamentals: this exam measures examinee knowledge of computer hardware,

software, and basic operating system skills. • Key Applications: this exam evaluates examinee proficiency in two computer applications (a word

processor and spreadsheet) and the common features of different applications. • Living Online: this exam measures basic skills in using networks, electronic mail, the Internet, and

Web browsing software as well as an understanding of how computers and the Internet affect society.

Each exam uses various test-question methods. Whenever possible, testing the ability to use specific product functions (such as file and system management functions of Windows) is done with performance-based test items where candidates are asked to perform specific software tasks in a realistic simulation of the software environment. Performance-based testing has proven to have a high degree of statistical reliability and user satisfaction. Testing of other knowledge types (such as knowledge of hardware and software) is done with traditional linear type questions, like multiple choice, multiple response and matching test items. The appropriate mix of linear and performance-based testing questions to measure the knowledge, skills and abilities of candidates for IC³ ensures a high degree of validity, reliability and impartiality for all participants in the program. IC³ Program Partners The IC³ program was developed through the partnership of Certiport, Inc., the leading provider of global, performance-based certification programs and services, and SkillCheck, Inc., a leading provider of assessment and testing products to the education and training, human resources, and staffing services industries. The exam development process was guided by The Donath Group, a leading psychometric and evaluative research consulting organization with over fifty years of highly specialized experience in test construction, measurement, and statistical analysis.


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IMPORTANCE OF VALIDATION Certification Validation Overview Exams developed as industry recognized certifications must meet high demands of rigor in the test development, validation and analysis processes. By publishing certification exams that have followed the most credible development standards and methodologies, test developers can ensure that certificate holders possess the clearly defined knowledge and/or skill sets corresponding to that specific certification. In short, certifications purporting to be industry standards must also be standards driven—they must adhere to the testing industry’s highest set of guidelines of acceptable professional test development processes represented by such guidelines as The Standards for Educational and Psychological Testing and the Uniform Guidelines on Employee Selection Procedures. Exam Validity Exam test validity is the most important consideration in evaluating tests for a particular purpose—especially when exams are used for industry certifications. The concept of validity refers to the meaningfulness, usefulness and appropriateness of inferences made from test scores. Test validation, therefore, is the process of gathering evidence to support the inferences made by test scores. Validity cannot be adequately summarized by a single set of evidence, such as a reliability coefficient. This is particularly important today as the term “certification” is usually used to make an inference about probable job behavior performance based on the resulting test score. Because of this, it is critically important that validity for a particular test score be supported through an accumulation of empirical, theoretical, statistical, and conceptual evidence. Types of Validity The following discusses the main types of validation evidence for interpreting test scores.

Content-oriented validation Content validity refers to the extent to which test scores measure the content they are intended to measure. Content-related validity evidence can be gathered by examining the degree of congruence between test items and the content domains purportedly measured by the test items. This typically requires convening a panel of subject matter experts and asking them to rate the item-objective congruence according to some established criteria. Construct-related validation Construct validity refers to the extent to which the test scores measure the construct it is intended to measure. It focuses on the relationship between the specific research operations used and the abstract labeling of them either in cause or effect constructs. Construct validity can be investigated using factor analysis or a multitrait-multimethod matrix procedure. A construct is usually a theoretical, unobservable dimension of a measurement procedure. Test question responses are used to assess whether there is a statistical underlying factor represented by the responses.


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Criterion-related validation Criterion-related validity evidence refers to how well test scores correlate or predict other measures of importance, such as some level of job performance, experience, knowledge or skills. Criterion-related validity can be determined by contrasting groups of known masters and nonmasters in the content area and perform a comparison of the test score distributions and reliabilities. This has the benefit of being entirely empirical when the two groups are identified.

Standard Validation Methodology The following are brief descriptions of well-established exam development methodologies used to fulfill the main types of validity and publish high quality certification exams. These activities formed the basis for the validation of the IC³ program. • Job Task Analysis - Identify the knowledge, skills and abilities required of a certified employee or

individual. • Blueprint Development - Define the scope and content of the skills to be measured by the exam.

• Survey Analysis - Gather supporting evidence from a blueprint survey of subject matter experts.

• Pilot Tryout & Analysis – Pilot all test items through a complete tryout with a representative sample

of certification candidates. The tryout demonstrates empirically how each item behaves under standardized testing conditions.

• Pilot Test Analysis - Evaluate key indices such as the item difficulty value, the discrimination, and

the correlation with external criteria and background groups. • Final Exam Construction - Construct the final exam using the best performing items fitting the exam

blueprint. • Standard Setting – Establish cut scores based on an analysis of candidate data and exam score by

using a regression analysis. The following section describes the many steps IC³ went through to ensure the highest levels of validation.


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IC³ VALIDATION IC³ Validation Overview From its conception, the mission of the IC³ program was to develop state-of-the-art exams that meet or exceed industry validation standards. To this end, The Donath Group guided the IC³ program development and ensured the IC³ program’s compliance with the highest test development methods and procedures, including those outlined by the following standards organizations: • The Standards for Educational and Psychological Testing (American Educational Research

Association, the American Psychological Association and National Council on Measurement and Education)

• The Uniform Guidelines on Employee Selection Procedures (The Equal Opportunity Commission,

Civil Service Commission, Department of Labor and Department of Justice) • Certification: A NOCA Handbook (National Organization for Competency Assurance)

IC³ Exam Validity In commitment to its mission, the IC³ program took steps to accumulate ample empirical, theoretical, statistical, and conceptual evidence to support its claims of achieving the highest levels of exam validity. The IC³ exams were developed, created, and validated over a two year period—utilizing the expertise of three leading testing, validation, and evaluation corporations—and drawing on the knowledge of over 270 subject matter experts in 19 countries—and, pilot tested in over 40 different locations worldwide, with over 1,500 exams delivered. The IC³ exams are completely vendor-independent, and have garnered endorsements and recognition from recognized industry and government organizations like CompTIA (Computing Technology Industry Association) and NSSB (National Skills Standard Board). The result of the IC³ program’s validation efforts is a true certification program that accurately and reliably can be used to make solid inferences about an individual’s knowledge, skills, and applicable job performance based on the resulting exams’ scores. The IC³ program is perfect for academic institutions, workforce development programs, and organizations needing a reliable means of ensuring individual computing literacy in an increasingly digital world. Types of Validity—Fulfilled by IC³ The IC³ exams fulfilled all necessary processes to ensure coverage of the main types of validation evidence for interpreting test scores.

Content-oriented validation Content validity refers to the extent to which test scores measure the content they are intended to measure. The IC³ examinations were developed from research in the field of computer and Internet literacy, and then empirically established the most important areas to measure skills and knowledge for this behavioral domain. Additionally, subject matter experts (SMEs) carefully reviewed the IC³ test objectives and test items for item-objective congruence. The blueprint survey review of the content defined the


6

appropriate content of the examination and the test item reviewers verified that the test items measure and represent the content of each of the test objectives covered in the examination. Content-oriented validation evidence is provided in points 1, 2, 3, 4 and 5 under sub-section “IC³ Validation Methodology.” Construct-related validation Construct-related validity refers to the extent to which the test scores measure the construct it is intended to measure. The construct being measured by the IC³ exams is basic knowledge and skills in computing as it exists today for most entry-level jobs using computers. This construct is supported by current research literature, qualitative evaluations by SMEs, and a factor analysis that determined there is an underlying statistical construct for the IC³ test data. Construct-related validation evidence is provided in points 1, 2, 3, 4, 5 and 6 under sub-section “IC³ Validation Methodology.” Criterion-related validation Criterion-related validity evidence refers to how well test scores correlate or predict other measures of importance, such as some level of job performance, experience, knowledge or skills. Criterion-related validity was established by comparing and analyzing survey responses by certification candidates to their IC³ exam score distributions. IC³ exam scores were found to highly correlate to a candidate’s computing and other appropriate experience levels. Additionally, when analyzing pass and fail decisions compared to candidate experience, the decisions are very consistent with their levels of experience. Each IC³ exam had strong relationships with these predictor variables. Criterion-related validation evidence is provided in points 6, 7 and 8 under sub-section “IC³ Validation Methodology.”

IC³ Validation Methodology The sections below summarize the steps taken in the development of the IC³ exams. This process follows, and in some cases exceeds, standards for test validation developed in such documents as APA Standards and the Uniform Guidelines on Employee Selection Procedures.

1. Industry and Academic Research • Research was completed identifying the knowledge, skills and abilities required for IC³

certified individuals • A thorough literature review was performed of industry training and educational

programs that relate to computer literacy and the latest training and educational methodologies (including Digital Literacy, Information Literacy, Fluency in Information Technology, Media Literacy and Digital Divide)

• A study was completed of existing national and international programs and curriculumns that clearly define needed competencies in hardware, software and operating systems, applications, networking, electronic mail, and use of the Internet

• An analysis was conducted of training programs from courseware, CBT, training vendors and book publishers which cover material related to this subject matter


7

• Focus group discussions with SMEs input were conducted

Sample Result: A review of over twenty classroom training programs, CBT and eLearning products, educational texts, commercial books, and testing products revealed a set of 120 features of a word processor and a spreadsheet that 80-100% of all programs consider to be core functionality required by all users of these applications.

Sample Result: A study of the latest methodologies for computer education

(including Digital Literacy, Internet Literacy and Fluency in Information Technology) revealed that most current thinking in these areas stress not just technical skill, but the ability to understand and interpret information gathered from online sources.

2. Job Task Analysis

• A job task analysis (JTA) was carefully documented and analyzed through surveys and discussion groups of SMEs

• The JTA study defined the important job behaviors for an IC³ certified individual • The JTA identified the knowledge, skills, and abilities required to be computer and

Internet literate by the IC³ standard • The JTA analysis served as the primary source of evidence supporting the content

validity of the exams making up the IC³ certification

Sample Result: The JTA determined that "Literacy" in computer applications requires an understanding of at least two applications at a basic level and also an understanding of the common functions (such as common file-management, editing, formatting and printing functions) of all applications.

3. Blueprint Development

• From an analysis of the Industry and Academic Research and the JTA, a draft specification of the domains and objectives for the three IC³ exams was developed

• The resulting document from the Industry and Academic Reseach and the JTA is known as the exam blueprint

• Blueprint development was guided by The Donath Group • Initial blueprint content was selected by SMEs participating in focus groups • Separate blueprints were developed for each of the three IC³ exams

Sample Result: The original draft of the IC³ exam blueprints consisted of 14

Domains and 42 Objectives. The final version of the IC³ exams resulted in 10 Domains and 30 Objectives.

4. Survey Analysis

• The IC³ certification blueprints were refined and validated by surveying over 270 SMEs, in 19 countries, who reviewed, rated, and commented on each objective in the three IC³ blueprints

• The participating SMEs were selected from a pool of more than 1,800 industry professionals

• An analysis of the survey results provided guidelines for the weighting of different domains for each IC³ exam that was used to create tests that met content validation requirements based on SME input


8

Sample Result: Based on survey results of the exam blueprint for the IC³

Computing Fundamentals exam, the following weighting of domains was used to develop a pilot exam that would meet content validation requirements:

Table 1: Computing Fundamentals—Domain and Objective Weighting Domain 1: Computer Hardware 43% 1.1 Identify different types of computers, how computers work (process information) and how individual computers fit into larger systems

12%

1.2 Identify the function of computer hardware components and common problems associated with individual components

12%

1.3 Identify issues relating to computer performance and how it is affected by different components of the computer

10%

1.4 Identify the factors that go into a decision on how to purchase a computer or select a computer for work or school

10%

Domain 2: Computer Software 22% 2.1 Identify how software works and how software and hardware work together to perform computing tasks

10%

2.2 Identify different types of software, the tasks for which each type of software is most suited, and the popular programs in each software category

12%

Domain 3: Using an Operating System 35% 3.1 Be able to identify what an operating system is and how it works

10%

3.2 Be able to manipulate and control the Windows desktop, files and disks

13%

3.3 Be able to change system settings and install software 12% Total 100%

5. Item and Pilot Test Development

• SMEs wrote high-quality test items that fulfilled the overall IC³ blueprint goals and were representative of the test objectives outlined in each exam blueprint

• The Donath Group conducted psychometric reviews (verifying that items conformed to proven guidelines and standards) and editorial reviews (verifying the grammar, usage, readability, clarity and consistency of usage) of each proposed test item

• SMEs participated in a technical review of the proposed test items for technical accuracy, relevance, and importance

• Based on the results of The Donath Group and the SMEs’ analysis of each proposed test item, pilot IC³ exams were automated and created

• Each IC³ pilot exam included 60 test items, with selection determined by content validation requirements based on final blueprint survey analysis


9

Sample Result: The Donath Group’s psychometric and editorial analysis of over 250 test items created to meet objectives in the IC³ blueprint determined 180 items (60 for each pilot exam) best met industry test item standards. These items (a mix of performance-based and linear test items) were further reviewed for clarity and adherence to industry item-writing and formatting standards. Final items were automated and used to construct the three exams used for the IC³ pilot.

6. Pilot Tryout & Analysis

• All IC³ accepted test items were pilot tested in a standardized computer format with over 500 potential certification candidates

• Pilot tests were conducted at over 40 different testing sites under the exact same conditions in which actual certification testing would take place

• After taking each pilot exam, each candidate completed a survey of their self-assessed technical skill proficiency and demographic background information

• Candidate survey results formed the basis for test and item analysis performed by The Donath Group

• All items were analyzed for item difficulty, item discrimination, and analysis of distracters

• Items demonstrating statistically aberrant behavior were flagged for possible removal in the final exam, or for further detailed review

• SMEs conducted additional reviews of questionable items, and assisted in the selection of the final set of items

• Scores from each pilot exam were reviewed for potential bias in gender, race, age, or any other variable that defines a protected group

• A mastery composite score for the pilot tryout was calculated and correlated with the pilot test scores

• A regression analysis of the predictor variables and composite score was used to assess the relationship between the pilot exam and the survey

Sample Result: No pattern of statistical differences was determined to exist

that would indicate that the IC³ exams are functioning differently for any protected groups.

7. Final Exam Construction

• Based on the results and analysis of the IC³ exams pilot tryout, test items were selected for the final IC³ exams’ item pools

• After detailed analysis test items demonstrating statistically deviant behavior, or potential biases toward gender, race, age, or any other protected group, were discarded

• A comparison of the remaining test items to the determined IC³ exam content (final blueprint) was conducted to ensure percentage representation remained consistent with content validation requirements

• The remaining accepted items were included in a set of 44-45 question tests to be used as the final IC³ exams

• A mastery composite score for the final exam was calculated and correlated with the pilot test scores

• A regression analysis of the predictor variables and composite score was used to assess the relationship between the pilot exam and the survey

• Each test candidate taking part in the original beta test had their test results rescored based on the final selection of items in the three IC³ exams


10

Sample Result: From the original set of 60 questions for each pilot exam,

final IC³ exams were created that included 44-45 high-performing, high-quality items that met content validity requirements based on the original content study.

8. Standard Setting

• IC³ final exam cut score determination completed by considering level of mastery, standard deviation, test score means, and decision error

• All test performance results, as well as candidates’ self-reported assessment of their skill level, were analyzed together—this analysis provided the mechanism to guide the standard setting, or cut score

• IC³ certification exams were published for delivery on November 8, 2001

Sample Result: An analysis of test scores vs. survey results on experience level determined cut score for each exam, as illustrated in the following chart:

Chart 1: Survey Score vs. Test Score—Correlation to Experience Level


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CONCLUSION The Internet & Computing Core Certification (IC³) program was created to offer a unique, validated, global certification program that provides specific standards for the knowledge, skills, and abilities required to be a broad-based, productive user of computer hardware, software, networks, and the Internet. Through in-depth research and analysis into the world of digital literacy, it was determined that three exams were needed to cover the range of subjects necessary for an individual to be IC³ certified. • Computing Fundamentals: a measure of an examinee’s knowledge of computer hardware, software,

and basic operating system skills. • Key Applications: a measure of an examinee’s proficiency in two computer applications (a word

processor and spreadsheet) and the common features of different applications. • Living Online: a measure of the basic skills in using networks, electronic mail, the Internet, and Web

browsing software as well as how computers and the Internet affect society. IC³ certification exams were created to meet the highest, standards-based development processes accepted industry-wide. This process was guided by The Donath Group, an industry-recognized leader in exam construction, measurement, and statistical analysis. The IC³ program took steps to accumulate ample empirical, theoretical, statistical, and conceptual evidence to support its claims of achieving the highest levels of exam validity. The quality and validity of the IC³ exams is recognized by other industry organizations like the NSSB and CompTIA. The final result of the IC³ program’s validation efforts is a true certification program that accurately and reliably measures an individual’s knowledge, skills, and abilities to effectively live and work in our increasingly digital world.


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CONTACT INFORMATION

For more information about the Internet &Computing Core Certification—IC³—please visit Certiport’s IC³ web page, or contact Certiport via email, post, or telephone.

Web Page:

www.certiport.com/ic3

Email: [email protected]

Phone:

888.999.9830

Address: Certiport

Attn: IC³ Program1276 South 820 East, Suite 200American Fork, UT 84003

Measuring Information andCommunication Technology Literacy with IC3JonHaber,FirstAdvantageandScottStoddart,Certiport,Inc.

1

Measuring Information and Communication Technology Literacy with IC3

Jon Haber, First Advantage and

Scott Stoddart, Certiport, Inc.

Summary

As technology becomes a larger and larger component of most people’s school, work and home lives, educators, employers and policy makers have learned that the ability to understand and use technology has become as or more important than simple access to hardware, software and connectivity. Today, an individual’s Information and Communication Technology Literacy (ICTL) increasingly determines where he or she falls on the “Digital Divide.”

The importance of ICTL points to critical questions regarding what this construct means, how it can be measured, and how elements of this construct can be learned or taught. The Internet and Computing Core Certification (IC3) is an instrument for measuring ICTL which bridges the worlds of educational testing (represented by consensus-based standards, normally measured using written assessments delivered on a mass scale) and IT certification (represented by industry standards, measured using more advanced technology-based assessment tools delivered in more specialized environments). A review of how the Internet and Computing Core Certification (IC3) standard, examinations and associated educational curriculum were developed and validated demonstrates (1) how an evolving construct such as ICTL can be measured using professionally-designed, state-of-the-art assessment instruments; and (2) the value of simultaneously planning and developing assessment products (such as examination blueprints and psychometrically valid exams) as well as education products (such as standards documentation and educational curricula) as part of a single integrated process.

In addition to helping define how ICTL is taught and assessed, this study also outlines development procedures that may prove to have application in other domains.

Defining ICTL

Before any construct can be measured, it must first be defined and – ideally – boiled down to a set of measurable objectives. And the construct of Information and Communication Technology Literacy (ICTL) is a concept that has been evolving just as quickly as (indeed alongside) the rapid transformation of technology itself.1

The first iteration of this construct; “Computer Literacy,” entered the vocabulary in the early 1980s as computers were leaving the sealed, air-conditioned “white rooms” of corporate and

1 Within this paper, the term “technology” refers specifically to information and computing technology. See The National Research Council’s Tech Tally: Approaches to Assessing Technological Literacy (National Academies Press, 2006) for a discussion of technology standards and assessments that include technologies related to engineering and other non-IT disciplines.

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government IT organizations and entering homes, schools and workplaces in the form of desktop microcomputers. The choice of the term “Literacy,” even in this early period of computing technology intersecting with people’s personal lives, recognized that the ability to understand and use this new tool was not just a skill but a crucial and multi-faceted set of abilities as critical to everyday life as literacies in language and mathematics (i.e., numeracy). At the same time, the term “Computer Literacy” made it clear that it was the tool that people were being asked to master (a specificity increasingly referred to as “tool literacy”).

As the computer stopped being thought of primarily as a standalone box dedicated to increasing personal productivity and instead became a focal point for gathering, organizing and communicating information, new terminology supplanted “Computer Literacy” in describing the skills needed to competently utilize converging computing and communications technology.“Information Literacy,” an area of study developed within the discipline of Library Sciences,2and “Digital Literacy,”3 a term first popularized by Paul Gilster’s book of the same name, both recognized that the computer was becoming the place where individuals were interfacing with large quantities of unfiltered data. Both Information Literacy and Digital Literacy focused on the critical thinking and cognitive abilities needed for individuals to evaluate, organize and process streams of information that would become torrents as the Internet age advanced.

Research over the last ten years has established more rigorous and holistic approaches to this subject. Fluency with Information Technology (or FITness)4 was a model put forth by the Computer Science and Telecommunications Board of the National Research Council (NRC) in their 1999 work Being Fluent in Information Technology.5 This research established three broad areas that together constituted technology literacy:

• Current (or "contemporary") computer skills (i.e., the ability to use current hardware and software to perform useful functions)

• An understanding of "foundation concepts" of technology (i.e., the fundamental underlying principles of computers, networks and the Internet)

• A set of higher-order thinking and reasoning skills required for understanding and solving problems as they arise in modern technological systems

FITness acknowledges the importance of being able to use today’s technology, yet it also posits that two equally important technology literacy “strands” (foundational concepts and critical thinking/problem solving skills) prepare someone for inevitable changes in what constitutes contemporary computer skill.

2 State University of New York (SUNY) Council of Library Directors. Information Literacy Initiative. 30 September 1997. 3 Gilster, Paul. 1997. Digital Literacy. John Wiley & Sons, New York. 4 The Committee on Information Technology Literacy, The Computer Science and Telecommunications Board, The Commission on Physical Sciences, Mathematic, and Applications and the National Research Council. 1999. Digital Literacy. The Computer Science and Telecommunications Board, Washington, DC. 5 National Academic Press, 1999.

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The concept of an ICT literacy made up of multiple integrated knowledge, skills and abilities was reinforced by the 2003 Framework for ICT Literacy6 developed by the International ICT Literacy Panel and the OECD PISA ICT Literacy Feasibility Study of 20037 as well as by educational standards, most notably the National Educational Technology Standards (NETS)8 for students, teachers and school administrators created by the International Society for Technology and Education (ISTE)9 in conjunction with the US Department of Education.

In the years since NRC published Being Fluent with Information Technology, there has emerged what can be thought of as an informal global consensus regarding what constitutes ICTL. This consensus reflects the FITness model of ICTL consisting of foundational knowledge, the ability to use current technological systems and critical thinking and problem solving skills. It also addresses the fact that technology is the conduit for a wealth of information a user must manage, and that enforces the notion that ICTL must been seen in the context of real world use (for example, ICT integrated into traditional academic disciplines such as language, math and social studies – a major theme of the NETS standards). This consensus is reflected in standards developed in the UK10, Japan,11 Australia,12 South Africa13 (to name just a few countries that have established technology education standards), as well as standards developed by most of the 50 US states.14

From Standards to Measurable Objectives

Much of the standard setting that has taken place along common pathways in different parts of the world has been performed at a very high level. Work by the NRC and OECD, for example, created powerful frameworks for defining ICTL, but did not provide comprehensive teachable or measurable objectives tied to those frameworks.

The ISTE NETS standards, which have been adopted as the framework for technology standards in 45 of the 50 US states, provide an interesting case study on the work needed to turn high-level educational standards into specific objectives that could be measured via traditional or modern assessment techniques. As shown in Appendix A of this document, the ISTE standards articulate high-level goals covering areas such as (1) Creativity and Innovation, (2) Communication and Collaboration, (3) Research and Information Fluency, (4) Critical Thinking, Problem Solving and Decision Making, (5) Digital Citizenship and (6) Technology Operations and Concepts.

NETS Standard 6 (Technology Operations and Concepts), an ISTE standard highly suited to assessment by techniques that measure what the NCR FITness study defines as “contemporary knowledge,” consists of just the following goal-oriented statements:

6 http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Literacy/ictreport.pdf 7 http://www.oecd.org/dataoecd/35/13/33699866.pdf 8 http://www.iste.org/AM/Template.cfm?Section=NETS 9 http://www.iste.org 10 http://www.e-skills.com/ 11 http://www.mext.go.jp/english/news/2007/03/07022214.htm 12 http://www.caul.edu.au/caul-doc/InfoLitStandards2001.doc 13 http://www.info.gov.za/otherdocs/1998/prc98/chap6.htm 14 http://www.ccsso.org/Projects/State_Education_Indicators/Key_State_Education_Policies/3160.cfm

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6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems and operations. Students:

a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.

Officials that adopted NETS as their statewide technology standards required more specific details to explain to educators exactly which knowledge, skills and abilities fell under this standard. While ISTE provided profiles for PK-2, 3-5, 6-8 and 9-12th graders which included more specific indicators tied to the NETS standards, these indicators were also too high level to be used as the sole basis for measurement. The 8th grade indicator “Students will select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems,” for example (see Appendix B), is both general and spans several overall NETS goals, presenting challenges regarding how these standards and indicators could be tied to specific assessment and teaching objectives.

It was left to the states and various educational institutions to translate these growing and evolving broad standards into specific objectives for teaching and – in some cases - assessment purposes with states such as Texas,15 and Massachusetts16 maintaining the ISTE framework but building the broad goals of NETS into a highly specific set of state technology education standards.

Outside of the US, similar work was being done to determine granular objectives that derived from the high level research in ICTL being performed around the world.17

Enter the World of IT Certification

During the same period when educational, business and governmental leaders were shifting from talking about computer literacy to ICTL, a new industry was emerging – IT certification - powered both by advances in test development and delivery, as well as by a technology industry committed to measuring specific technical competencies. IT certification began in the late 1980s when manufacturers of complex computer hardware and software discovered that maintaining a stable of skilled implementation and support specialists was the key to having their solutions adopted by clients. Companies such as Novell (with their CNE18 program) and Microsoft (with their MCSE19 programs) applied professional test-design principles already in use in the fields of educational testing and professional licensure, to create certification programs that became

15 http://www.tea.state.tx.us/rules/tac/chapter126/index.html 16 http://www.doe.mass.edu/edtech/standards/itstand_draft.pdf 17 http://www.mceetya.edu.au/mceetya/default.asp?id=12183 18 http://www.novell.com/training/certinfo/cne/index.html 19 http://www.microsoft.com/learning/mcp/mcse/default.mspx

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widely popular, spawning additional programs such as the successful A+ certification for general hardware and software support specialists created by the industry consortium CompTIA.20

Unlike educational assessments that are still delivered primarily in paper-and-pencil format to large numbers of students simultaneously, IT certifications made use of computer-delivered testing technology and secure proctored facilities to create on-demand testing programs supported by an infrastructure that was also being increasingly used to deliver proctored licensing and non-IT certification exams.

The technology and business model around which the certification industry was built also allowed IT certification exam developers to make use of advanced testing techniques that were not being used in other mass testing environments (many of which still rely on paper-and-pencil test delivery). These techniques included adaptive testing (and other dynamic testing methodologies based on Item Response Theory models) and performance-based testing that asks test takers to perform functions as if working with technology in the real world, rather than asking test takers to select responses in traditional multiple-choice or other linear item formats. The Microsoft Office Specialist21 program (a certification on Microsoft desktop applications that has been given to over 10 million people internationally) is the most popular IT certification based entirely on performance-based testing technology.

The Internet and Computing Core Certification

The Internet and Computing Core Certification (IC3) was developed to integrate the most recent thinking in ICTL concepts and standard setting with the latest advances in automated assessment utilized by the IT certification industry. The goal of the program was to create and deploy ICTL assessments that were valid, scalable and covered the broadest range of ICTL knowledge, skills and abilities.

The IC3 program was created in 2003 by Certiport, Inc.,22 Microsoft’s partners in the creation and management of the aforementioned Microsoft Office Specialist (now MCAS program) program and First Advantage23 (formerly SkillCheck, Inc.), a company with twenty years of experience in developing valid, performance-based assessments for the employment industry (including global staffing organizations such as Adecco, Manpower and Kelly Services).

Research on IC3 began with a literature review of current thinking in ICTL (much of it summarized in the previous section of this paper) as well as a review of current ICT testing in use by education and industry. As elaborated in detail in Haber and Kelly’s 2005 book National Educational Testing Standards for Students (NETS*S): Resources for Assessment24 (published by the International Society for Technology in Education), different assessment techniques have been used to measure various aspects of technology literacy. These include:

20 http://certification.comptia.org/a/ 21 http://www.certiport.com/Portal/desktopdefault.aspx?page=common/pagelibrary/mbc_mcas.html 22 www.certiport.com 23 www.fadvassessments.com 24 International Society for Technology in Education, Eugene, OR, 2006

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• Surveys – Normally self-report surveys that allow respondents to gauge their own level of technology experience and skill or provide input regarding student and teacher attitudes towards technology

• Linear tests – Tests including standard linear test items such as multiple-choice, true-false, and matching items

• Performance-based assessments – Assessments that ask test takers to perform real-world tasks, either within actual technology environments or within high-fidelity simulations of technology products

• Hands-on assessments – Portfolios, observational assessments and other techniques that measure competency by analyzing technology work products or observing work in progress, normally using rubrics and other methods for standardized grading

Each assessment technique, as used in the real world, has strengths and weaknesses, summarized in Table 1 below.

Table 1 – Strengths and Weaknesses of Different Assessment Techniques

Assessment Technique Strengths Weaknesses Surveys • An inexpensive way to

gather information from large numbers of users

• Well-designed, validated surveys can provide accurate information, especially with regard to self-reported abilities and attitudes

• Self-report surveys provide no way of confirming specific abilities

• Surveys must be carefully constructed to ensure self-report information elicits honest and consistent responses

Linear Assessments • Can be delivered via paper, computer and online at low cost

• Techniques for mass delivery of linear assessments are already in use in many standardized educational testing programs

• Linear test items are best used to measure knowledge, rather than skill

Performance-Based Assessments

• Highly reliable and accurate way to measure specific skills (such as the ability to use specific software products and features)

• While performance-based technologies (such as interactive simulations) can be delivered over the Internet, such delivery requires more resources than survey or linear assessments that are primarily delivering text-based testing

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• Performance-based assessments are best used to measure specific skills, rather than complex processes such as collaboration or creativity

Hands-on Assessments • An analysis of work products or work in progress provides a way to measure complex behaviors and abilities, including collaboration and creative uses of technology

• As a process requiring manual scoring, hands-on-assessments are difficult and costly to scale

• Scaling hands-on assessments presents challenges with regard to consistently scoring work samples and observed behaviors across different observers/graders

Any assessment that would meet the needs of the IT certification industry for validity and scalability would fit somewhere into the continuum illustrated in Figure 1.

Scalability vs. Complexity

Scalability

Linear Assessments • Multiple-Choice • Surveys

Performance-Based Assessments • Interactive Simulations • Concurrent (Live Application)

Hands On Assessments • Portfolios • Observations

Complexity

Figure 1. Scalability vs. Complexity of Tests Using Various Item Types

Towards the goal of creating fully automated certification exams that could be delivered globally (and given other practical considerations, such as time requirements of testing within an educational setting), the following criteria were established for the IC3 program:

• The certification would consist of three separate examinations: Computing Fundamentals (covering computer hardware, software and operating systems), Key Applications (covering common features of application software and specific features of word

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processing, spreadsheet and presentation software25) and Living Online (covering networks, electronic mail and the Internet, as well as topics related to Internet Literacy and “digital citizenship”).

• Each exam would be delivered and scored automatically, meaning all test items would be scored objectively as being answered correctly or incorrectly (i.e., no rubric-related complex scoring or partial credit for test items).

• The exam would include both linear items to cover knowledge and performance-based items to cover skills. Because of the high reliability of performance-based content, the exams would make maximum use of performance based items within the confines of content-validation requirements.

• Each exam would be 45-minutes in length (which translated to three 45-item exams assuming one minute per question).

• The exams would be developed on the basis of the highest standards set by the IT certification industry.

Developing the IC3 Standard

The IC3 standard was based on three documents:

• The white paper The Internet and Computing Core Certification (IC3): Building a Dynamic Standard, summarizing the literature review and other research performed in the creation of the standard

• A test-design document (TDD) that specifies all aspects of the examinations not related to content (number of exams, number of items per exam, time constraints, scoring routine, delivery mechanism, reporting guidelines, etc.)

• A set of test blueprints detailing all objectives covered by the standard.

The TDD specified that IC3 would consist of three separate exams (described above):

• Computing Fundamentals • Key Applications• Living Online

A separate examination blueprint was prepared for each of the three exams. These blueprints were developed by subject-matter experts under the guidance of The Donath Group,26 a professional exam-development organization specializing in the creation and validation of IT certifications.

The blueprints were designed as a hierarchy of high-level domains (such as Computer Hardware, Software and Operating Systems for the Computing Fundamentals exam), sub-domains which define one element of the domain, and objectives (each of which was designed to be measurable using some type of automated test item). A sample from the Computing Fundamentals blueprint appears on the following page.

25 Presentation software was added to this exam in a 2005 update to the standard.26 http://www.donath.com/main.html

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Domain 1.0 Computer Hardware

This domain includes the knowledge and skills required to identify different types of computers and computing devices, the components of a personal computer (including internal components such as microprocessors) and how these components function and interact. The domain also includes the knowledge and skills relating to computer storage, performance and maintenance procedures.

Content Limits

1.1 Identify types of computers, how they process information and how individual computers interact with other computing systems and devices

Content may include the following: 1.1.1 Categorize types of computers based on their size, power and purpose, including:

• Supercomputers • Mainframe computers • Minicomputers • Microcomputers • Laptop computers • Handheld computers/Personal Digital Assistants (PDAs)

1.1.2 Identify types of microcomputers, including: • Personal Computers (PCs) • Macintosh computers

1.1.3 Identify other types of computing devices, including: • Interactive books • Computer-telephone/telephone-computer hybrids (including mobile/cellular

phones) • Calculators • Non-computer equipment containing computer components such as

microprocessors and memory (including clocks, auto engines, and industrial equipment)

1.1.4 Identify the role of the central processing unit

1.1.5 Identify how the speed of the microprocessor is measured

1.1.6 Identify the role of types of memory and storage and the purpose of each, including: • Random Access Memory (RAM) • Read Only Memory (ROM) • Storage media (such as hard disks, floppy diskettes, and optical media like CD

ROMs)

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A first draft of all standard documents was shared with the Global Digital Literacy Council (GLDC), a group of thought leaders in the fields of education and workplace development related to technology.27 Through a six-week period of online meetings and discussions, this group provided input that was incorporated into the standard, including a number of modifications to the specific objectives covered in the examination blueprints.

Once the modified standard documents were reviewed and approved by the GLDC, the blueprints was turned into an online survey that were distributed to over 200 professionals in IT education (including educators and trainers certified in IT standard such as Microsoft Office Specialist). 189 survey respondents ranked each sub-domain based on the following criteria:

This questionnaire is designed to solicit your review and analysis of individual test objectives as they relate to (1) the IMPORTANCE of an objective in assessing the literacy or competency of a candidate within the context of an entry level job, and (2) the FREQUENCY with which a competency-based objective is performed within the context of an entry level job. In order to successfully complete the questionnaire, you must rate the IMPORTANCE and FREQUENCY of each text objective using the following scales:

IMPORTANCE1 = Not important 2 = Of little importance 3 = Of modest importance 4 = Very important 5 = Critically important

FREQUENCY1 = Never 2 = Rarely 3 = Often 4 = Very often 5 = Always

An optional “COMMENTS” field was included for each blueprint entry to allow experts to provide specific suggestions and to qualify and comment on their ratings. Each respondent was also asked a number of questions regarding their experience with computers and various computer applications.

This information was used to perform a content analysis of the blueprints. Comments from this group of experts were also used to further refine the wording of exam objectives (with care taken to ensure that any changes did not impact the data analysis portion of the project). This research was used to create a content balance for each exam. An example of the results appears on the following page.

27 http://www.gdlcouncil.org/

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Exam Development and Validation

Once the exam documentation had completed the content validation process, test items were created based on the test blueprints with a goal of creating one test item for each measurable objective. Items covering knowledge-based objectives (such as Computing Fundamentals 1.1.4: “Identify the role of the central processing unit”) were covered by linear test items (mostly multiple-choice, multiple-response or matching). Items covering skill-based objectives (such as Key Applications 2.1.4: “Indent Text [with a word processor]”) were covered with a performance-based question based on interactive simulations of desktop applications. Because of the high reliability of performance-based test items, effort was made to maximize the number of performance-based test items in each exam, all within the confines of content-balance requirements.

Content-balanced beta examination forms were created based on each exam blueprint. Each beta exam consisted of 60 questions, with each question written and automated under the review of both subject-matter experts and the test-design/psychometric specialists from The Donath Group. Again, because a large part of each test would include performance-based items that historically demonstrated extremely high reliability, it was determined that the pool of items created within these 60-question beta tests would provide enough high-performing items to generated the needed 45-item final exams.

Each beta exam was given to between 250-400 candidates who took the exams within the same proctored environment that actual exams would ultimately be delivered (Certiport’s iQcenter network). Care was taken to ensure that candidates involved with the beta represented the full range of skill levels, from those with limited computing experience to those with high levels of technology expertise. Each exam also included a survey which allowed beta exam participants to provide input on their own self-rated computing experience (based on a variety of metrics) as well as demographic information.

Exam scoring and survey data was consolidated and analyzed by The Donath Group who performed an item analysis to determine the best items from the content pool to be used in each 45 question exam. A cut score for the exam was generated by comparing test scores to consolidated self-rating surveys of computing expertise. Finally, demographic information was used to ensure that the exams score distribution did not indicate adverse impact by race, age and gender.

Sample statistics from the IC3 Validation Report appear on the following pages.

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Living Online Exam – Beta Test Analysis

15

Living Online Exam – Final Test Analysis

Living Online Exam – Reliability Analysis Study Value IC3 – Living Online Exam (2003 Standard) KR‐20 (from original validation study)

.88 (n=260)

IC3 – Living Online Exam (2005 Standard) KR‐20 (from original validation study)

.93 (n=402)

IC3 – Living Online Exam (2005 Standard) KR‐20 (analysis of live exam data)

.90 (n = 3943)

IC3 – Living Online Exam (2005 Standard) test‐retest reliability (analysis of live exam data)

.82* (n = 136)

* May be influenced by Practice Effect

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Deployment

Once the exams were finalized, the final tests were integrated into the Certiport iQsystem for test delivery within the organization’s test-center network (the same network used to deploy the company’s Microsoft Office Specialist exams). The exams were also translated into over ten languages for deployment worldwide within this test-center network.

Simultaneously, the test blueprint documents were used to create an educational and training curriculum to be used as the basis of an ICTL learning program. In addition to specifying the exam objectives, additional details and training suggestions were included in the curriculum in order to allow book, CBT and eLearning publishers, as well as teachers and independent training organizations, to create training materials that prepared people for IC3 certification. A sample page from the IC3 curriculum appears in Appendix C.

Updating the Standard

The standard and test-development process described above was performed more than once. In 2002, the entire process was used to create the first iteration of the IC3 Standard (called the 2003 Standard) and a single exam form for each of the three IC3 modules (Computing Fundamentals, Key Applications and Living Online). The beta exam process was repeated in 2004 to create a second test form for each of the three modules.

In 2004, work was begun to update the standard itself to create the IC3 2005 Standard. This standard update took into account a number of changes since 2003, notably the development of many state-level and national standards around ICTL that had been adopted in the period since 2002 when the original IC3 program was originally researched. Updated blueprints went through high-level expert review by the GLDC for the 2005 standard, followed by the same online survey/blueprint analysis used to create the 2003 content-balanced blueprints.

Two beta forms were created to provide content for the IC3 2005 exams. These beta items were pooled with items from previous exams that still corresponded to 2005 blueprint objectives to create four parallel forms that have been deployed over the last three years.

One of the key issues that comes up with any IT-related standard and exam-development process relates to datedness of blueprint objectives and exam items, given rapid changes in technology.Certification exams that are tied to specific products, such as the Microsoft Office Specialist or MCSE program, require updating upon the release of new Microsoft products, such as the Microsoft Office desktop productivity suite or Windows operating system. For such product-related certifications, updates are dictated by the release schedule of the product manufacturer.

General ICTL exams like IC3 are less sensitive to version-related changes in the software marketplace. This is because certain IC3 domains (especially those that relate to what the NRC FITness model would term foundational concepts and higher-order thinking skills) are less subject to change than domains related to contemporary computer skills (which would include the ability to use the specific, contemporary software applications).

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Certain foundational concepts, such as the nature of the microprocessor and computer memory, concepts related to “digital citizenship” (such as the proper citing of sources and avoidance of plagiarism), or cognitive abilities (such as the ability to interpret graphical or tabular information generated by a computer application), may not constitute eternal verities. However, they are certainly subjects that remain stable, even in light of changes to specific technology. A review of 2003 exam items in these areas found very few issues of datedness that would impact item performance. For example, a question asking a candidate to indentify MHz as a unit of processor speed might have seen 133 MHz as the correct answer in a 2003 exam, but 500 MHz is the correct answer in a 2005 exam. The foundational concept, however (MHz as the unit for measuring processor speed) was not impacted by this choice of response wording.

Even in areas subject to change, like application software, the fact that IC3 focuses on basic features and functionality, rather than advanced features (which are generally what manufacturers add when they upgrade software) means that the application features that are included in the IC3 standard (such as opening files, cutting and pasting text, changing fonts or printing documents) have not changed significantly in the course of over a decade of product updates.

Generally, what has changed between updates of the standard are assumptions related to how technology is used. For example, the 2005 standard put more emphasis on the computer as an information-management tool than the 2003 standard which placed more emphasis on the computer’s role in increasing personal-productivity. Both the 2005 standard and exams also assumed a world in which “constant connection” to the Internet was more of a given (vs. earlier assumptions that people were required to get onto an “onramp” – like a dial-in service provider before they could be connected to the Net). For the 2009 standard, currently under development, the world of Web 2.0 in which the Web is no longer a place where content is found and consumed, but one where individuals are now publishers and content providers, needs to be taken into account and used as a framework for certain program components, especially the objectives making up the Living Online exam.

Microsoft’s release of Office 2007, the first release of their Windows application suite that significantly overhauled the product interface, has added an additional challenge to current exam development efforts. An assumption built into IC3 is that the latest version of Microsoft Office could serve as a stand-in not just for previous versions of Office, but for all Windows-based desktop applications. Given that the features covered by IC3 (File Open, Edit Copy, etc.) have been accessed in the same way within Word for Windows and WordPerfect for Windows going back to their first releases, this was a reasonable assumption backed up by consistent item statistics for the same item used in tests for different product versions. With the new version of Office (which replaces menus with a new Web-like ribbon interface), the assumption that the latest version of Office can serve as a stand in for other Windows applications may no longer hold. Other groups involved with ICTL assessment face similar issues. North Carolina with its NCDesk assessment,28 for example, has avoided the use of specific applications by simulating their own generic word processor, spreadsheet and other products as the basis for application assessment. Other test developers are looking to Open Source applications as the basis for creating generic tests. While a potential solution to versioning issues, these choices present their

28 http://www.ncpublicschools.org/accountability/testing/computerskills/

18

own problems: notably, the creation of standardized assessments based on applications few or no users have ever encountered.

Developers of IC3 are currently reviewing additional options in this area, including the creation of alternative forms based on specific Office versions (something already done in the creation of Macintosh-specific exams) in preparation for exam creation based on the 2009 standard.

The following table shows changes in item statistics between the original beta development and validation for one of the IC3 modules, and how those items have performed over time. This analysis demonstrates no significant across-the-board drift in item statistics that would indicate the overall test was getting easier due to changes in technology or environment.

19

Living Online Exam – Item Analysis

Original Pilot Analysis ‐ 2005 2008 Live Exam Analysis QNID P‐Value Stdev R‐Value P‐Value Stdev R‐Value Q002 0.7338 0.4425 0.5610 0.7456 0.4356 0.4713 Q005 0.7394 0.4396 0.6098 0.8303 0.3754 0.5319 Q007 0.8194 0.3847 0.3713 0.7624 0.4257 0.4813 Q008 0.8590 0.3484 0.6009 0.9143 0.2800 0.5555 Q010 0.7158 0.4511 0.2590 0.6959 0.4601 0.3179 Q017 0.7676 0.4224 0.2806 0.7596 0.4274 0.3876 Q110 0.7355 0.4411 0.3022 0.7045 0.4563 0.4156 Q121 0.7744 0.4181 0.4014 0.699 0.4588 0.4551 Q122 0.6157 0.4865 0.3103 0.634 0.4818 0.4035 Q135 0.8108 0.3917 0.2581 0.7537 0.4309 0.2869 Q141 0.8713 0.3350 0.3803 0.8311 0.3747 0.4176 Q151 0.6164 0.4864 0.3586 0.4887 0.4999 0.4021 Q153 0.9612 0.1932 0.3239 0.95 0.2179 0.3044 Q154 0.9440 0.2300 0.3448 0.8603 0.3468 0.5229 Q159 0.7264 0.4459 0.3924 0.6538 0.4758 0.3966 Q171 0.8400 0.3666 0.2332 0.8831 0.3214 0.3547 Q188 0.8337 0.3724 0.3810 0.8339 0.3722 0.4754 Q256 0.9446 0.2287 0.3504 0.9006 0.2993 0.4837 Q258 0.5669 0.4956 0.1657 0.4707 0.4992 0.2257 Q260 0.7626 0.4260 0.4483 0.8352 0.3711 0.4304 Q265 0.5079 0.5000 0.2970 0.4725 0.4993 0.3084 Q266 0.8584 0.3487 0.2372 0.8598 0.3476 0.2819 Q407 0.7960 0.4035 0.3368 0.7918 0.4061 0.3576 Q410 0.8831 0.3217 0.2291 0.8737 0.3322 0.2894 Q413 0.6095 0.4885 0.3343 0.594 0.4912 0.2590 Q415 0.5174 0.5003 0.5603 0.7378 0.4399 0.5640 Q419 0.5274 0.4999 0.4673 0.613 0.4871 0.3514 Q421 0.7910 0.4071 0.4800 0.8365 0.3699 0.3614 Q429 0.9303 0.2549 0.3706 0.931 0.2535 0.3615 Q431 0.9005 0.2997 0.4070 0.8909 0.3117 0.4593 Q433 0.7139 0.4525 0.2697 0.7474 0.4346 0.2508 Q436 0.8404 0.3667 0.5152 0.8988 0.3016 0.5234 Q437 0.6741 0.4693 0.4502 0.6434 0.4791 0.3296 Q441 0.8060 0.3959 0.5496 0.8554 0.3517 0.5689 Q445 0.6915 0.4624 0.5359 0.7324 0.4427 0.3452 Q456 0.6940 0.4614 0.3978 0.753 0.4313 0.3699 Q458 0.6995 0.4591 0.5728 0.7796 0.4146 0.5271 Q461 0.7985 0.4016 0.4853 0.844 0.3629 0.4732 Q463 0.7139 0.4525 0.4542 0.775 0.4176 0.4593 Q466 0.8085 0.3940 0.3006 0.8313 0.3745 0.3331 Q470 0.8484 0.3591 0.5621 0.8978 0.3030 0.5238 Q471 0.7662 0.4238 0.4826 0.7816 0.4132 0.4744 Q477 0.8731 0.3332 0.5146 0.9232 0.2664 0.5246 Q480 0.8059 0.3961 0.4033 0.8466 0.3605 0.3972 Q481 0.7065 0.4559 0.3454 0.7119 0.4529 0.2445 Total 34.4005 34.8291 Average .7652 .7746

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Conclusion

The process of researching, developing and validating an ICTL examination program based on the latest thinking regarding technology literacy and informed by best practices in both the education and certification, has led to the creation of an IC3 program that covers substantial components of what constitutes the current global “consensus” regarding what it means to be ICT literate.

In addition, the process of creating and validating IC3 exams simultaneously with the creation of educational curricula has ensured that the standard maximized the number of objectives that were both teachable and measurable. Most standard-setting projects, including those at the national and state level on technology as well as NCLB academic subjects (language, mathematics and now science and social studies) separate the standard creation and exam-development processes, leading to a disconnect between the curricula teachers are asked to adopt and the high-stakes exams that may eventually measure student mastery of that curricula.

No standard can be absolutely comprehensive. For example, student ability to collaborate on technology projects – part of the NETS standards for students – may always need to be measured with some type of hands-on test, such as portfolio review or observational assessment. However, many academic and even industry standards face challenges when trying to balance pedagogical and assessment needs associated with programs like NCLB. The parallel creation of standards, exams and curricula represented by the experience creating IC3 may offer a pathway to minimizing conflict between learning and testing, even if such a conflict can never be eliminated entirely. Organizations interested in measuring other sorts of literacies, such as more broadly defined technology literacy 29 may find parallels with their own work in the experience creating ICTL literacy certification programs such as IC3.

29 Tech Tally: Approaches to Assessing Technological Literacy (National Academies Press, 2006)

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Appendix A National Educational Technology Standards for Students

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c.. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources

and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.

4. Critical Thinking, Problem-Solving & Decision-Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and

productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations. Students:

a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.

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Appendix B National Educational Technology Standards for Students – 6-8th Grade

Indicators

The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 6–8 (ages 11–14):

1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1, 2)

2. Create original animations or videos documenting school, community, or local events. (1, 2, 6)

3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4)

4. Participate in a cooperative learning project in an online learning community. (2)

5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3)

6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. (3, 4, 6)

7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6)

8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5)

9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6)

10. Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6)

The numbers in parentheses after each item identify the standards (1–6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced. The categories are:

1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts

National Educational Technology Standards for Students © 2007 ISTE. All Rights Reserved. Excerpted from NETS for Students Booklet

23

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The Internet and Computing Core Certification (IC³)

White Paper Addendum

September, 2003

IC3 White Paper Addendum

2

ExecutiveSummary

Since the release of IC3 in February 2002, the Internet and Computing Core Certification has enjoyed phenomenal growth and popularity, and is now used to provide a globally-recognized, valid certification on basic Internet and Computer Literacy to thousands of students, teachers, employees and other learners and professionals in over sixty countries.

Given the rapid pace of technological change, the IC3 standard is updated every two years. This addendum to the IC3 White Paper, The Internet and Computing Core Certification: Building a Dynamic Standard, summarizes the research and development used to update the IC3 standard and IC3 exams.

The primary goals of the Internet and Computing Core Certification remain intact:

• The certification will be built on a framework of current thinking and best practices in technology education and training, supplemented by new work in the development of international Information and Computing Technology (ICT) standards

• The certification will continue to adhere to accepted principles of test development and validation used in the certification industry. Test development will be based on guidelinesendorsed by the Association of Test Publishers (ATP) and the National Organization for Competency Assurance (NOCA)

• The certification will keep up to date with new technology and stay relevant to the latest technological trends and the development of international ICT standards

The standard review process detailed on the following pages will be completed by October 2003. Exams based on the new standard will be released in 2004.

ResearchProcess for the Original IC3

Standard

The research behind the original IC3 standard is described in the original IC3 White Paper, The Internet and Computing Core Certification: Building a Dynamic Standard. Research components that went into this original development included:

• A review of the latest thinking and trends in technology education, including Computer Literacy, Digital Literacy, Internet Literacy, Media Literacy and Fluency in Information Technology (FiTness) summarized in the original White


3

ResearchProcess for the Original IC3 Standard(continued)

Paper. A major outcome of this research was IC3'sconcentration on not just technology but the application of technology in the real world. This includes, for example, not just the ability to manipulate numbers using an electronic spreadsheet, but also the ability to interpret numeric and graphical information; not just how to find information online, but how to critically evaluate information available from online sources (a major component of Digital and Internet Literacy).

• A survey of training programs, educational textbooks, computer-based training and e-learning on foundation computer, application and Internet skills to determine a "consensus" on what constitutes basic level knowledge, skills and abilities in the areas to be covered by IC3

• A review of existing standards for basic ICT literacy from US (including the International Society for Training in Education - ISTE - NETS standards and standards developed by states departments of education) and internationally (such as the UK's e-skills standard) sources

StandardUpdateResearch

In updating the IC3 standard, the IC3 development group made use of the following resources:

• An international Advisory Board consisting of distinguished scholars and professionals in areas of technology education, training, testing, professional and workforce development from government, industry and academia. A list of members of the advisory board appears on page 4.

• An expanded review of existing standards from several countries - including the latest ISTE NETS standards for students, teachers and administrators, the 2002 UK e-skillsand QCA standards; technology education standards from the education ministries of Singapore, Japan, New Zealand and other countries; and educational technology standards from over forty states in the US. The standards used as part of this research are described on page 5.

• A review group of over 200 subject matter experts (SMEs) to provide input on all of the elements of the IC3 standard, including the updated IC3 exam blueprints. SME input is discussed on page 6.

IC3 Advisory The IC3 Advisory Board was created to provide input into the update


4

Board to the IC3 standard at all stages. The goal was to bring together a group of distinguished professionals in various fields from around the world to help determine direction and oversee the review and validation process for the standard. The Advisory Board consists of the following individuals:

Dr. Helen C. BarrettProject Co-DirectorThe International Society for Technology in Education (ISTE)

Mary BennettAssistant Director, Vocational AssessmentOCR Examinations, UK

Dr. Jeanann S. BoyceProfessor/ChairInformation ScienceMontgomery College

Mr. William CrummAssistant VP Operations for ACT CentersACT

Jonathan P. DaltonSector Strategy ManagerThe Learning and Skills Council National Office, United Kingdom

John F. EbersoleAssociate Provost & Dean, Extended EducationBoston University

Ms. Astrid FlowersIT User Skills Project Managere-skills UK, UK

Dr. Michelle FunderburgDirector of Employee Selection SystemsManpower, Inc.

Ms. Lim Choon HeongGeneral ManagerNational Infocomm Competency Centre, Singapore

Neill HopkinsVice President of Workforce DevelopmentCompTIA

Mr. Hiroshi KawaiTokyo Metropolitan CommercialHigh SchoolTokyo, Japan

Ms. Barbara KellyDirector of Awards and StandardsFurther Education & Training Awards Council (FETAC)Ireland

Mr. Russell KleinBusiness Education SpecialistUtah State Office of Education

Dr. Peter SaflundAssociate DirectorNorthwest Center for Computers in Education (NWCET)

Cosmas YatzoglouGreece


5

The role of this group was to:

• Provide feedback on the existing standard, with input as to what new information can be used to review and update the standard, and which elements of the standard need to be added, modified or removed

• Provide input into the documents comprising the standard update, including this White Paper Addendum, new examination blueprints and the IC3 curriculum

• Review the final exam blueprints/curriculum after they have been updated with feedback from both the Advisory Board and a panel of over 200 subject-matter experts (SMEs)

• Provide guidance on the future direction of the IC3 standard and IC3 exams

The first two phases of review by the Advisory Board outlined above took place between April 2003 and July 2003. In September 2003, the Advisory Board will convene in Stratford-upon-Avon in the UK for a summit to finalize the standard in preparation for its release to IC3 courseware publishers and other partners in October. The summit event will also offer a forum where Advisory Board members can discuss the future of the IC3 certification in the context of sharing ideas on the direction of technology education around the world.

Review of ExistingStandards

In preparing the original IC3 curriculum/examination blueprints and the 2003 update to these documents, the IC3 development team made use of information on ICT technology standards from around the world. These included:

• The National Education Technology Standards (NETS)developed by the International Society for Technology in Education (ISTE) in conjunction with the US Department of Education, as well as other US government agencies and private foundations and corporations. ISTE's NETS standardsfor students, teachers and administrators are the most prominent standards in technology education in the US and have been adopted or utilized by more than 45 US states boards of education in the development of their respective state technology literacy standards.

• e-skills UK, a framework for IT literacy developed, tested and validated by over 900 organizations, including employers,


6

educators and government agencies to provide detailed information on the skills required by users of IT systems in school and in the workplace

• National Curriculum Standards for Kindergarten, Elementary School, Lower and Upper School developed by the Japanese Ministry of Education, Culture, Sports Science and Technology (MEXT). These standards outline an Information Study curriculum based on three subject areas: (1) Information A - Covering the use of a computer and information communication networks, (2) Information B -Covering the scientific understanding of the functions and mechanism of a computer and (3) Information C - On the role and influence of information communication networks on society.

• Additional international standards from Singapore, Japan, New Zealand and other countries, as well as the state technology education standards from over 40 US states

• An analysis of jobs from the O*NET occupational database that highly rate the importance of Knowledge of Computers and Electronics and the Work Activity of Interacting with Computers

The goal of this research is to develop an IC3 program that is built around a consensus of what constitutes ICT Literacy worldwide, based on input from education, industry, and government. Review of the standards by the IC3 Advisory Board (many of whom were involved in creating the standards described above) has helped guide the process of meeting the goals of building an IC3 curriculum around this emerging consensus. In addition, input from professionals in the fields of testing and certification during the blueprint development phase has helped ensure that the standards will be measurable using the latest technology and methods in assessment and evaluation.

SME Survey After being reviewed by the Advisory Board, the IC3 exam blueprints which form the basis of the updated standard were provided as an online survey to over 200 subject matter experts (SMEs) working in several countries and numerous fields of expertise.

Each sub-domain in the exam blueprints was the subject of a review by over 200 SMEs, who rated the objective on multiple scales, as well as provided comments on the overall sub-domain and any objectives within the sub-domain.


7

This input formed the basis of the statistical analysis used for the content validation of the IC3 standard. In addition to validating the standard and providing feedback on all elements in the examination blueprints, the review also offered statistical information on the proportion of content from each blueprint domain to be included in the updated exams.

Elements of the IC3 standard which remain intact

Several elements of the IC3 standard remain intact from the original version of the program. These include:

• The program will continue to be built on a structure of three modules: (1) Computing Fundamentals with domains covering computer hardware, software and operating systems, (2) Key Applications with domains covering the common functionality of applications and specific features of applications used in school and the workplace and (3) Living Online with domains covering networks, electronic mail, the Internet and the impact of the Internet and computing on society. There was consensus from the Advisory Board that this three-module structure continues to be an effective means to categorize information related to ICT education, a decision supported by other standards with a similar structure (including the National Curriculum Standards from the Japanese Ministry of Education). This three-exam structure also allows for the efficient and effective organization of training and testing based on the IC3 curriculum.

• As noted above, the domains of the three examinations remains intact, with the exception of the addition of one new domain to Key Applications covering Communicating with Presentation Software (see below).

• The program will continue to include information on not just specific technology, but the application of technology in the real world. This element of IC3, based on the original research into the standard covering Digital Literacy, Internet Literacy and Fluency in Information Technology (FiTness) is strongly supported by all of the standards that were used to inform the IC3 update.

• Exam objectives were carefully created to allow each element to be measurable using the latest testing technology and methodology. In all cases where the application of technology or higher-order thinking skills informed a test objective, that objective was worded in such a way to allow it to be measured as part of one of the IC3 examinations.


8

Changes to the IC3 standard

While the overall structure and philosophy of the program has remained intact, there were several important revisions to the particulars of the standard, which reflect changes in information technology and ICT education since the program was first developed.These revisions include the following:

• A new domain was added to the Key Applications blueprint covering Communicating with Presentation Software. In the two years since IC3 was first developed, the use of presentation software in the classroom and in the workplace to teach and communicate ideas has become considerably more widespread (thanks largely to the availability of inexpensive projection systems). The use of applications such as Microsoft PowerPoint by teachers at all grade levels (supplementing or replacing blackboards), and by individuals in business and government to communicate in small or large groups reached a point where the importance of including this new domain became apparent to the relevancy of the IC3

standard. This new domain covers elements of using presentation software to create simple, informative and attractive presentations that include text, tables, bulleted and numbered lists and graphics. Because this objective is designed to cover practical use of presentation software by a majority of users, the use of high-level features of presentation software (including use of multimedia or Web deployment of presentations) was not included in this new domain.

• A new sub-domain was added to the Computing Fundamentals blueprint covering how to maintain computer equipment. This important contribution from the UK e-skillsstandard was also informed by other standard research, and by input from the Advisory Board and Subject Matter Experts (SMEs). This new sub-domain was designed to cover only simple maintenance and problem solving useful for typical end users (such as how to keep equipment clean and how to identify and communicate problems to others). The goal was to create an element of the Computing Fundamental standard that would be useful to everyday users, but would not overlap with existing standards dedicated to professional maintenance of hardware and software (notably CompTIA's A+ standard).

• The second sub-domain of the Computing Fundamentals Software domain was substantially rewritten to provide better coverage in the area of identifying different types of software


9

and the purposes and tasks to which each are best suited.Originally, this sub-domain primarily covered the ability to identify specific products that fell into a software category such as word processors, spreadsheets, presentation programs, databases and utilities. The revised sub-domain requires the student to understand basic concepts of each software category (such as worksheets, workbooks, formulas and analysis with spreadsheets and tables, fields, records and forms for databases). The sub-domain also asks the student to identify typical uses for each application (such as creating short and long documents, books and Web pages with a word processor, or creating different types of presentation and training materials with presentation software). The goal of these revisions was to create a software sub-domain that was more relevant and measurable.

• The sub-domains of Domain 4 in Living Online ("The Impact of Computers and the Internet on Society") were also substantially revised with input from established standards that include a number of high-level goals in these areas (notably the ISTE NETS standards). Rather than focusing on objectives such as "identifying the benefits of computers and the Internet in the home" (an objective that was bothsubjective and difficult to measure), new objectives were created that cover elements such as identifying how computers are used to collect, organize, analyze and communicate information. These objectives cover the way computers and the Internet are used in all areas of the home, work and school, as well as being relevant, specific and measurable: critical goals of the IC3 standard.

• New objectives were added to several domains in the standard. For example, the Word Processing domain now includes simple functions such as entering and editing text and numbers into a file, and application features such as tracking changes. These new functions were not selected based on difficulty. Rather they were selected to cover areas relevant to the widest number of users and to support the use of applications in specific areas such as collaboration and communication.

While these changes will require updates to training material developed to cover the IC3 curriculum, a preliminary gap analysis indicates that the new standard includes approximately 10% new material, with revisions made to approximately 25% of the existing objectives.


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Schedule Once the exam blueprints have been revised based on the input from the Subject Matter Expert (SME) panel, a final set of blueprints will be provided to the IC3 Advisory Board in time for the IC3 Summit to take place on September 13, 2003 in Stratford-upon-Avon in the UK.At the end of that summit meeting, the blueprints will be finalized and content validation of the blueprints completed.

The revised blueprints will be turned into a detailed curriculum to be provided to Independent Courseware Vendors (ICVs) in October of 2003 to allow them ample time to prepare study materials based on the new standard in time for the release of exams based on the new standard in 2004.

The exams are scheduled to replace the current IC3 exams in July 2004 to coincide with the end of the 2003-2004 academic year.Exams based on the new standard (including the initial set of exams to be developed between September 2003 and July 2004 and any updates to the exams based on the 2003 standard update) will be considered the official IC3 examinations from July 2004 until the standard is revisited and revised again in 2005-2006.

Conclusions Thanks to the dedication and hard work of hundreds of individuals serving on the IC3 development team, the IC3 Advisory Board and our panels of Subject Matter Experts, the latest version of the IC3

standard reflects a broad, global consensus of what constitutes ICT Literacy based on the latest thinking and research worldwide. Having developed an update to the standard that is informed by the success of the current IC3 program, built on the input from skilled professionals working on five continents, and designed to be measurable based on the latest processes and procedures in testing methodology, IC3 will continue to be a major contributor to international success of ICT literacy programs around the world.

The Internet and Computing Core Certification (IC³)

Building a Dynamic Standard

August 23, 2001

The Internet and Computing Core Certification - White Paper

ExecutiveSummary

The purpose of this white paper is to define the intellectualframework for a broad-based certification program in Internet and computing literacy. This new certification will be based on thefollowing principles:

• The certification will be built on a framework of currentthinking and best practices in technology education and training.

• The certification will adhere to accepted principles of test development and validation used in the certification industry.Test development will be based on guidelines endorsed by theAssociation of Test Publishers (ATP)

• The certification will keep up to date with new technology and stay relevant to the latest technological trends

The Internet and Computing Core Certification (IC³), which covers skills once loosely gathered under the heading of "computer literacy," will provide a strong and dynamic standard on which to base educational programs for broad-based Internet and computing skills.It will provide students and job seekers with the educational/training foundation and credentials needed to succeed not only in technicalcareers, but also in any field or job position requiring the use of computers.

Updating the Concept of ComputerLiteracy

The term computer literacy, defined as the ability to use computerhardware and software to perform practical work, first appeared in educational and business vocabularies in the 1970s and 80s as affordable microcomputers entered the classroom and the workplace at unprecedented rates. The term computer literacy (as opposed to other terms such as "computer competence") assumed that the ability to use the computer was on par with reading and writing skills; that is, skills that were required to be a functioning individual in society.

The criticality of literacy in computing and now in Internet use has only become more apparent now that computers are part of nearly every academic discipline and almost every job. Today the discussion (as represented in fields such as Information Literacy, described later in this white paper) is whether learning of computing and Internet skills should be diffused throughout the study of traditional subjects (such as reading, math and science in schools, or industry knowledge and management skills in business) rather than existing as its own course of study.

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Updating the Concept of ComputerLiteracy(continued)

In effect, the three Rs have become three interrelated Cs – Communicating, Calculating and Computing. With a majority of workers and students composing their documents on word processors and spreadsheets routinely used in the classroom and the office, and with the Internet being used as a research tool in nearly every school and business, computer skills – certainly the skills required for basic computer use – have come to be considered integral to all areas of study and work. That being the case, Computing Fundamentals skills may no longer be considered separate areas of study that require their own distinct departments, courses and training programs.

The Need for Standards

As computer education becomes diffused into different academicspecialties, or – in some cases – starts to be taken for granted, the place to locate education and training on Computing Fundamentalsand Internet skills becomes less obvious.

Universities, in a mission comparable to providing a core-writing curriculum, have taken on the task of providing basic computertraining in order to bring the student body up to an expected level of Internet and computer competence. Similarly, businesses are investing considerable money and time training their personnel in computer applications and IT. However, in both higher education and the workplace, basic skills in computer and Internet use are increasingly being considered prerequisites to acceptance or employment, rather than skills that need to be learned after one enters the university or starts a job.

The trend to push education in Computing Fundamentals and Internet literacy skills into the high school grades assumes that the K-12 system is well placed to teach such skills systematically. Withinmost public and private K-12 schools, however, there is no distinct place for instruction in basic Internet and computing literacy.Computer learning is often spread across different academic subjects(math, computer science, business) and between academic and non-academic departments (such as the library and IT office). Just as often, teaching computer basics becomes the responsibility of the school's most dedicated computer enthusiast, regardless of his or her academic specialty or position within the school's hierarchy. Withoutan established set of standards, this loose structure provides little room for a consensus to emerge as to what constitutes basic computer literacy.

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The Need for Standards(continued)

Teachers are also being asked why they should train and test for a computing and Internet literacy standard when students will be absorbing these basic skills by osmosis well before they even reach high school. The widely-held notion that younger students who have been exposed to computers and the Internet from a very early age will come to school fully equipped to handle the latest technology mayactually slow progress in the development of Internet and computing literacy standards. While early exposure to video games, e-mail and the World Wide Web may build a young person's confidence with technology and provide basic keyboarding skills, it does not necessarily lead to he or she becoming proficient in the range of knowledge and skills required to use computers productively in school or at work.

Though it has become easier in recent years for schools to obtain computer hardware, software and Internet connections, there remainno accepted standards upon which educators can base trainingcourses and materials in Computing Fundamentals and Internet literacy and no standard to help them evaluate the effectiveness of such training.

Even as standards become more important in education in general, and in technical education in particular (witness the number of academics teaching to certification standards such as CompTIA's A+ or Microsoft's MCP), states and schools have been left on their own in establishing standards for computing and Internet literacy skills.And this is true even where these skills have been defined as critical core competencies for graduating high-school students in order for them to enter higher education or the workplace.

A review of programs being developed in different schools and different states shows enough similarities among these programs to support a broad-based computing and Internet literacy national and even international standard. Such a standard offers the following benefits:

• A well-designed standard can provide students with an accepted, portable credential that establishes their level of computer competence. Such a credential can be used to place students in appropriate courses (opting out of computer basics classes in favor of advanced IT courses, for example).

• The Internet and Computing Core Certification standard can also provide those entering the workforce with a credentialthey can place on their resume that clearly establishes theircompetency with critical computing skills.

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The Need for Standards(continued)

• An independent standard avoids the confusion of having multiple standards on a state-by-state or even school-by-school basis (some formal, some informal), which may not be based on certification-level testing standards or may not be kept up-to-date.

• Exposure to the process by which learning leads to certification can place people at a very early age onto the pathway for lifelong learning that can lead to additional IT certifications (such as MOUS, A+ or MCP) and training and certification in other areas of study.

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The Internet and Computing Core Certification Standard

Purpose of the Standard

The purpose of creating an Internet and Computing Core Certification standard is to provide specific guidelines for the knowledge, skills and abilities required to be a broad-based, productive user of computer hardware, software, networks and the Internet, whether for work or education.

Test Target The target skill level for this certification is a person with computingand Internet skills sufficient to enter current job markets or to begin a program in higher education. While graduating high-school seniors and first-time job seekers represent major universes of candidates who fit this description, the skill level can also apply to a muchbroader range of candidates, such as retooling older workers or students, welfare-to-work candidates and others seeking education or employment opportunities that require the use of modern computers and the Internet.

ProgramComponents

This standard will include the following components:

• A set of certification exams (described on page 14) developed using accepted standards of test development as reflected in the Internet and Computing Core Certification blueprints

• A study curriculum from which educators and developers of courseware, computer-based training and other educational materials can create learning resources for preparing students and candidates for Internet and Computing Core Certification.

Principles and Goals

The Internet and Computing Core Certification exam will be developed on the basis of the guiding principles and goals outlined below.

Principle/Goal ExplanationThe certification will be built on a framework of current thinking and best practices in technologyeducation and training.

Over the last decade, new subject areas such as InformationLiteracy, Digital Literacy, Fluency in Information Technology, Media and Visual Literacy have been added to the definition of computer literacy education. While the Internet and ComputingCore Certification will not be so broad as to cover the domains of all of these diverse areas of study, these important schools of thought will inform the development of the program. An analysis of the theories underlying or informing the Internet and Computing Core Certification standard begins on page 8.

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Principle/Goal ExplanationThe certification will adhere to accepted principles for testdevelopment and validation used in the certificationindustry.

The Internet and Computing Core Certification exam will be created under the supervision of a professional psychometriciansand test developers with experience in the certification industry to ensure that the program fulfills all of the industry's highest standards for test integrity and validity. As members of the Association of Test Publishers (ATP), the developers will utilize ATP standards for test development as a basis for examdevelopment.

The exam will also make use of the latest testing technologies,notably the ability to integrate both performance-based and knowledge-based questions into a certification exam that provides for the fairest and most accurate testing experience possible.

The certification will keep up to date with newtechnology and stay relevant to the latest technologicaltrends.

The rapid pace of technical change requires that a test on basic Internet and computing competence will need to be updated on a regular basis to reflect updates in products, new technological trends or advances in technology education and training. The development program for this certification will include schedulesfor ongoing research and regularly scheduled test updates comparable to the update schedule of such popular certification programs as A+ and MCP.

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Education and Testing Trends

Education and Testing Trends

The table below outlines and describes important trends in education(notably technology education) and testing that have relevance to the Internet and Computing Core Certification standard.

Relevance to the IC³ Standard

While the Internet and Computing Core Certification standard is not so broad as to include all of the domains of the educational trends listed below, an understanding of all of these trends has been important to determine the best ways for this new certification to be conceived and developed. A description of the structure of theInternet and Computing Core Certification standard begins on page 14 and includes an explanation on how these different trends have influenced the design of the program.

Learning/TestingApproach

Description

ComputerLiteracy

Computer literacy is the mastery of knowledge, skills and abilities relating to the use of computer technology, including computerhardware, software, networks and the Internet. As an area of education or training that focuses on refining a particular set of technical skills, computer literacy can be thought of as a "snapshot" of capabilities relevant to the technology dominant at a particular point in time.

InformationLiteracy

Information Literacy is a cross-disciplinary field encompassingeducation and library sciences. The field has been significantly advanced by academic librarians active in redefining the library as a focal point for a wide variety of global information resources.

As defined by the State University of New York (SUNY) Council of Library Directors in their 1997 Information Literacy Initiative, Information Literacy is "the abilit[y] to recognize when informationis needed and to locate, evaluate, effectively use and communicate information in its various formats."1 Some educators go even further, seeing Information Literacy as its own unique discipline, "a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of informationitself, its technical infrastructure and its social, cultural and evenphilosophical context and impact."2

1 State University of New York (SUNY) Council of Library Directors. Information Literacy Initiative. 30 September 1997.2 Shapiro, Jeremy J. and Shelley K. Hughes. "Information Literacy as a Liberal Art". Educom Review. 3.2.March/April 1996.

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Description

InformationLiteracy(continued)

As a discrete discipline, Information Literacy can be thought to include both traditional literacy and computer literacy, with language and higher-order thinking skills seen as critical to creating, understanding and evaluating information, and computer skills seen as needed to locate, retrieve, collect, process, and communicate information. For purposes of defining an Internet and ComputingCertification standard, key elements of Information Literacy will betaken into account including:

• An information-centric approach in which human skills (such as reading, writing and critical thinking) and non-humantools (such as computer hardware, software and online resources) are regarded as means to an end goal of being able to acquire, evaluate, analyze and communicate informationeffectively.

• A holistic approach to information that overcomes barriers between traditional academic and non-academic departmentsand disciplines.

• An emphasis on the social impact of technology, including the ethics of online behavior, rights and responsibilities of information producers and consumers, and an understanding of the societal transformation brought about by technological change.

Digital Literacy This term is taken from Paul Gilster's 1997 book of the same name,3a work targeted at a popular audience that addressed the consequences (positive and negative) of the Internet's low barrier to entry for information producers and consumers. The most importantcontribution of Gilster's book is its description of a set of critical thinking skills for evaluating the quality of information found on the Internet.

The portion of the Internet and Computing Core Certificationstandard having to do with "Living Online" takes into account the practical suggestions offered by Gilster and others who have embraced the concept of Digital Literacy. Most notable are suggestions about how to evaluate the quality of online informationsources and how to make the best use of search engines and other resources for locating information.

3 Gilster, Paul. 1997. Digital Literacy. John Wiley & Sons, New York.

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Description

Fluency in InformationTechnology(FIT)

The 1999 book Being Fluent with Information Technology,4 is a joint project of the Committee on Information Technology Literacyof the National Research Council of the National Academy of Sciences, the Computer Science and Telecommunications Board, and the Commission on Physical Sciences, Mathematics, and Applications.

This ambitious project attempts to define a set of required skills needed not just for mastery of current technology, but for ongoing readiness in handling technological advancement and change. The book identifies three critically linked sets of skills required for "FITness" (a term used throughout the study to describe individuals who pass standards in Fluency in Information Technology). These skills include:

• Current (or "contemporary") computer skills (i.e., "computerliteracy" as defined on page 8).

• An understanding of "foundation concepts" of technology (i.e., the fundamental underlying principles of computers, networks and the Internet).

• A set of higher-level thinking and reasoning skills required for understanding and solving problems as they arise in modern technological systems.

The committee's initial research targeted university students headed towards careers in technology fields. However, the tri-partite approach to understanding technology is also relevant to all of those who will be required to use computers in their education or work lives. An Internet and Computing Core Certification standard will focus most closely on the first two areas of FITness (current technology and foundation concepts), but this integrated approach to IT readiness is an important backdrop for determining how this new certification can be best implemented.

Media Literacy With information supplied by so many technologies (print, radio, television, computers, the Internet) involving different elements(words, images, sound, video and animation), educators have attempted to help students make sense of today's flood of

4 The Committee on Information Technology Literacy, The Computer Science and Telecommunications Board, The Commission on Physical Sciences, Mathematic, and Applications and the National ResearchCouncil. 1999. Digital Literacy. The Computer Science and Telecommunications Board, Washington,DC.

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Description

Media Literacy (continued)

information by teaching critical thinking skills in approachingdifferent media.

While some media literacy courses are focused on specific issues(such as how to teach students to analyze television and print news for accuracy and bias), the field has taken on considerableintellectual breadth as new media continue to exert a substantialimpact on our lives. For example, Kathleen Tyner's 1998 book Literacy in a Digital World5 provides an historical perspective on the history of traditional literacy (reading and writing) before defining new "tool literacies" (skills in computer hardware, software, networks and the Internet) and "literacies of representation" (understandings of information and visual and non-visual media) for the modern media age.

Another related discipline of "Visual Literacy" helps studentsanalyze visual images.

While not the primary focus of the Internet and Computing Core Certification, these areas of study will inform parts of the Internet and Computer Core Certification standard relating to criticalthinking skills.

Digital Divide This popular term describes the gap between the technological "haves" and "have-nots," especially as it applies to differencesbetween men and women and between people of different socioeconomic levels and racial, ethnic and cultural backgrounds when it comes to access to computer technology and computer skill levels.

Current educational research6 shows that the access to computerhardware, software, Internet connections and other technology assets most closely correlates to income, education level and geography, factors that clearly influence the "Digital Divide."

Advocates for closing the Digital Divide point to a variety of solutions, including more and better technical education and professional development for teachers and creating public-private partnerships between schools and businesses to lift the disadvantaged into the Information Society. While these projects have been successful in getting computer hardware and software into

5 Tyner, Kathleen. 1998. Literacy in a Digital World. Lawrence Erlbaum Associates, New Jersey. 6 Beyond Access: Understanding the Digital Divide. Keynote Address by Andy Carvin, NYU Third ActConference, May 19, 2000. (www.benton.org/Divide/thirdact/speechold.html).

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Description

Digital Divide (continued)

the hands of educators, much still needs to be done to raise the standard in computer and Internet skills education, and to bring this standard to the largest number of people.

The Internet and Computing Core Certification program defines a set of standards that can be easily taught to, implemented and validated across all geographies and income levels. The Digital Divide discussion points out "real world" considerations that need to be addressed in the design of the Internet and Computing Core Certification exams and curriculum. These considerations include the ability to teach and test in different languages, and the need to address groups with different educational opportunities, needs and values.

Certification The movement for standardized testing has had a substantial impact on public education and business. Schools across the country are being asked to show accountability by providing proof of educational achievement through standardized testing at nearly every grade level, and businesses are asking job candidates (especially in technology fields) to pass independently validated certification examinations as a pre-requisite for employment or advancement.

Demands for effective, standardized testing in public education are causing an increasing number of schools to adopt technical and professional certifications and associated training programs that have long been successful in bridging the gap between education and employment. These certifications include the Microsoft Office User Specialist (MOUS), CompTIA's A+ and the Microsoft CertifiedProfessional (MCP) programs. Training for these and other widelyaccepted certifications, which was once offered primarily by for-profit training companies to organizations in business, industry and the government, is now taking place in public and private schools, including two and four-year colleges and even vocational and high schools.

Cries from many quarters for schools to better prepare students for employment will continue to be the driving force behind education'sacceptance of certification standards. In bringing the professionalmethodologies and practices of the certification industry to the development of the Internet and Computing Core Certification, this program can help create standards that both educators and employers will respect as fair, relevant and effective.

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Description

Performance-Based Testing

The knowledge, skills and abilities required by a proficient computeruser can be assessed through different mechanisms. Testing of knowledge can be achieved through traditional linear test items(including multiple-choice and matching items), while testing ofskills (notably computer application and operating system skills) are best performed in a performance-based environment where candidates are asked to perform specific software tasks in a realisticsimulation of the software environment.

Performance-based testing, as used in numerous assessmentprograms and in a few key certification programs like MOUS, has proven to have a high degree of statistical reliability and user satisfaction. The appropriate mix of linear and performance-basedtesting to assess the knowledge, skills and abilities of candidates for the Internet and Computing Core Certification will ensure a high degree of validity, reliability and perception of fairness for all participants in the program.

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The Internet and Computing Core Certification Exams

Exam Structure The Internet and Computing Core Certification program will be structured around three individual examinations:

• IC³ - Computing Fundamentals • IC³ - Key Applications• IC³ - Living Online

A candidate will earn an IC³ certificate when he or she has completedall three examinations successfully.

Passing the IC³ certification demonstrates the candidate'sunderstanding of computer hardware, software and operating systems. It also demonstrates a readiness to use two computerapplications (a word processor and spreadsheet), as well as the ability to use the features common to all Windows applications (starting and existing an application, opening and saving files, cutting and pasting text, etc). IC³ Certification also demonstrates an understanding of networks, electronic mail, the Internet and issues regarding computing, the Internet and society.

An explanation of each of the three examinations appears below.Details about each exam can be found in the Internet and ComputingCore Certification examination blueprints.

ComputingFundamentalsExamination

As part of the Internet and Computing Core Certification program,the Computing Fundamentals examination covers subjects needed for a foundational understanding of computing, including knowledge and use of computer hardware, software, and operating systems

Knowledge-based objectives (such as identifying components of a computer or understanding common computing terminology) will be covered by traditional linear test items while skills-based objectives(such as demonstrating the ability to use an operating system to copy and delete files) will be covered using performance-based itemswhenever appropriate.

A full description of the domains and objectives for this examination appears in the Internet and Computing Core Certification– Computing Fundamentals blueprint.

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KeyApplicationsExamination

The Key Applications exam includes questions covering two applications (a word processor and spreadsheet) which includes questions on these applications that cover common features of all applications (starting, opening and saving files, etc.).

By requiring this exam for IC³ certification, the program is assumingthat an understanding of more than one application is required to be considered "literate" by the Internet and Computing Core Certification standard. In the determination of which two applications were to be required in this exam, the selection of a word processor and spreadsheet was supported by the popularity of training, assessments and testing programs in these fundamentalapplication areas.

Because of the IC³ certification's focus on understanding computingsubjects in the context of principles such as Information and Digital Literacy, the Key Applications exam will include questions onconcepts related to the user of a word processor and spreadsheet,rather than just a test on product features. For example, an examdomain on spreadsheets will include questions on interpreting tablesand graphs generated by an electronic spreadsheet. Thus, knowledge of product features alone may not be enough to successfully pass an IC³ certification in this area.

The Key Applications exam will include questions on the commonfunctionality between the two applications. In the case of the initial release of the IC³ certification, which will cover the most popular Windows applications, this will include standardized features for all Windows programs (such as starting and exiting the program,opening and saving files, cutting and pasting text, changing fonts and type styles). Thus, passing the Key Applications exam will show not just proficiency in two applications (such as Word and Excel), but a basic understanding of Windows application fundamentals.

A full description of the objectives for this exam appears in the Internet and Computing Core Certification – Key Applicationsblueprint.

Living Online Examination

As part of the Internet and Computing Core Certification program,the Living Online examination will cover all aspects of working in an Internet or networked environment, including:

• Basic knowledge of networks and the Internet • Skills in specific applications such as electronic mail software

and Web browsers

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16

Living Online Examination(continued)

• Basic knowledge of how to find information on the Internet • Critical-thinking skills required to evaluate the quality of

information received from online sources • Understanding issues related to computing and the Internet

being used at work, home and school (ergonomics, safety, Internet "rules of the road" or "netiquette," etc.)

Knowledge-based objectives (such as identifying different types of networks or understanding Internet "rules of the road") will be covered by traditional linear test items, while skills-based objectives (such as demonstrating the ability to use an e-mail package or Web browser) will be covered by performance-based items whenever appropriate for the objective.

A description of the objectives for this exam appears in the Internet and Computing Core Certification – Living Online blueprint.

ContentResearchMethodology

While there is no formal national standard for computer literacy, information literacy, or the other literacies identified under Education and Testing Trends on page 8, many state and national initiatives exist which attempt to define the knowledge, skills and abilities required to be considered qualified in these areas. A partial list of such initiatives appears in the table on pages 17-20. This list is by no means exhaustive, but does include descriptions of programs that have attempted to provide detailed listings of required competencies (as opposed to programs and initiatives which have only published broad outlines or goals).

In addition to the standards that have come from the aforementioned initiatives, the Key Applications exam of the Internet and Computing Core Certification were also based on research as to how the most popular training programs (classroom, courseware, CBT) and educational textbooks classify functional competencies of each application. For example, in order to determine a "consensus" among training programs regarding basic competence in Microsoft Word, the curricula of training programs from ComputerPREP, CompUSA, Executrain, New Horizons, NETg, SmartForce and other training vendors and book publishers such as Course Technology and Prentice Hall were compared to determine which functionality is generally considered to belong in a "Basic" or "Beginner" category (as opposed to Intermediate or Advanced competencies).

This data was combined with input from the sources listed on the following pages to determine what constitutes "core" competencies to be covered in the appropriate Internet and Computing Core Certification Applications test.

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://cn

ets.i

ste.

org

Nat

iona

l Res

earc

h C

ounc

ilSi

nce

1916

, the

Nat

iona

l Aca

dem

y of

Sci

ence

s and

its p

rinci

ple

oper

atin

g ag

ency

, the

N

atio

nal R

esea

rch

Cou

ncil,

exi

sts t

o fu

rther

kno

wle

dge

and

advi

se th

e fe

dera

l go

vern

men

t on

scie

ntifi

c an

d te

chni

cal i

ssue

s. N

RC

com

mis

sion

s pub

lish

num

erou

spr

ojec

ts a

nd st

udie

s, in

clud

ing

the

1999

pub

licat

ion

Bein

g Fl

uent

with

Info

rmat

ion

Tech

nolo

gy.

This

wor

k pr

opos

es a

"FI

Tnes

s" m

odel

for s

omeo

ne "

fluen

t" in

in

form

atio

n te

chno

logy

. Th

ese

guid

elin

es in

clud

e fo

unda

tiona

l kno

wle

dge

of

info

rmat

ion

tech

nolo

gy a

nd a

n un

ders

tand

ing

of c

urre

nt te

chno

logy

.

http

://w

ww

.nas

.edu

/nrc

Stat

e In

itiat

ive:

Ala

ska

Con

tent

Sta

ndar

ds fo

r Ala

ska

Stud

ents

– T

echn

olog

y is

a li

stin

g of

obj

ectiv

es st

uden

ts

shou

ld b

e ab

le to

ach

ieve

usi

ng te

chno

logy

, inc

ludi

ng th

e us

e of

tech

nolo

gy-b

ased

to

ols a

nd th

e de

velo

pmen

t of i

nfor

mat

ion-

man

agem

ent a

nd p

robl

em-s

olvi

ng sk

ills.

http

://w

ww

.edu

c.st

ate.

ak.

us/C

onte

ntSt

anda

rds/

Tech

nolo

gy.h

tml

Stat

e In

itiat

ive:

Ariz

ona

The

Ariz

ona

Dep

artm

ent o

f Edu

catio

n pu

blis

hes i

nfor

mat

ion

on A

rizon

a's A

cade

mic

Stan

dard

s and

Acc

ount

abili

ty p

roje

ct, i

nclu

ding

Tec

hnol

ogy

Educ

atio

n St

anda

rds f

or

grad

es K

-12.

(A

rizon

a ha

s com

preh

ensi

ve te

chno

logy

stan

dard

s for

kin

derg

arte

n,

grad

es 1

-3, 4

-8 a

nd 9

-12.

)

http

://w

ww

.ade

.stat

e.az

.us/

stan

dard

s/te

chno

log

y

17

The

Inte

rnet

and

Com

putin

g C

ore

Cer

tific

atio

n - W

hite

Pap

er

Prog

ram

Des

crip

tion

For

Mor

eIn

form

atio

nSt

ate

Initi

ativ

e: C

olor

ado

The

Educ

atio

nal T

elec

omm

unic

atio

ns U

nit o

f the

Col

orad

o D

epar

tmen

t of E

duca

tion

publ

ishe

d C

ompe

tenc

y G

uide

lines

for C

lass

room

Tea

cher

s and

Sch

ool L

ibra

ry M

edia

Spec

ialis

ts in

Janu

ary

1999

. W

hile

focu

sed

on te

chni

cal c

ompe

tenc

ies r

equi

red

by

educ

ator

s and

libr

ary

staf

f, th

ese

guid

elin

es p

rovi

de d

etai

ls o

f the

ess

entia

l ski

lls

need

ed in

spec

ific

area

s suc

h as

wor

d pr

oces

sing

, spr

eads

heet

s, da

taba

ses,

netw

orki

ng,

and

the

Inte

rnet

.

ww

w.c

de.st

ate.

co.u

s

Stat

e In

itiat

ive:

M

assa

chus

etts

Mas

sach

uset

ts h

as d

etai

led

tech

nolo

gy c

ompe

tenc

y st

anda

rds a

long

with

use

ful

exam

ples

for g

rade

s pre

K -4

, 5-8

, 9-1

0 an

d 11

-12.

The

Info

rmat

ion

Lite

racy

Pro

ject

, an

initi

ativ

e of

the

Uni

vers

ity o

f Mas

sach

uset

ts li

brar

y sy

stem

, has

pro

duce

d In

form

atio

n Li

tera

cy C

ompe

tenc

ies f

or K

-12

educ

atio

n. T

hese

com

pete

ncie

s are

bui

lt on

the

conc

ept o

f "In

form

atio

n Li

tera

cy"

as d

evel

oped

with

in th

e lib

rary

scie

nces

.

http

://w

ww

.doe

.mas

s.edu

/fram

ewor

ks

Stat

e In

itiat

ive:

M

ichi

gan

The

Mic

higa

n D

epar

tmen

t of E

duca

tion'

sOve

rvie

w o

f Tec

hnol

ogy

Con

tent

Sta

ndar

ds

desc

ribes

con

tent

stan

dard

s and

ben

chm

arks

for e

arly

ele

men

tary

, lat

er e

lem

enta

ry,

mid

dle

scho

ol a

nd h

igh-

scho

ol st

uden

ts.

Thes

e st

anda

rds a

nd b

ench

mar

ks a

re b

uilt

on

real

-wor

ld m

odel

s of p

rodu

cers

and

con

sum

ers o

f tec

hnol

ogy

and

info

rmat

ion

(fam

ilym

embe

r, co

nsum

er, c

itize

n, w

orke

r, an

d lif

e-lo

ng le

arne

r).

http

:/cdp

.mde

.stat

e.m

i.us

/MC

F/C

onte

ntSt

anda

rds/

Tech

nolo

gy/d

efau

lt.ht

ml

Stat

e In

itiat

ive:

Nor

th

Car

olin

aN

orth

Car

olin

a's S

tate

Boa

rd o

f Edu

catio

n's K

-12

Com

pute

r Tec

hnol

ogy

Skill

s St

anda

rd C

ours

e of

Stu

dy in

tegr

ates

tech

nolo

gy in

itiat

ives

into

mul

tiple

cou

rses

of

stud

y (E

nglis

h, F

orei

gn L

angu

ages

, Mat

hem

atic

s, Sc

ienc

es, e

tc.)

and

prov

ides

cu

rric

ulum

gui

delin

es a

nd a

mat

rix fo

r Com

pute

r/Tec

hnol

ogy

Skill

s for

gra

des 1

-8 a

ndhi

gh sc

hool

.

http

:/ww

w.d

epi.s

tate

.nc

.us.c

urric

ulum

/com

pute

r.ski

lls/in

dex.

htm

l

Stat

e In

itiat

ive:

Ohi

o O

hio'

s Inf

orm

atio

n Te

chno

logy

Com

pete

ncy

Prof

ile re

pres

ents

one

of t

he m

ost

adva

nced

app

roac

hes t

o in

tegr

atin

g co

mpu

ter t

echn

olog

y an

d in

form

atio

n lit

erac

y su

bjec

ts in

to a

ll as

pect

s of a

scho

ol's

curr

icul

um.

Thei

r Pro

file

incl

udes

spec

ific

desc

riptio

ns o

f diff

eren

t cur

ricul

um a

reas

(Writ

ing,

Ora

l Com

mun

icat

ions

, Sci

entif

icIn

quiry

, etc

.) an

d th

e te

chni

cal a

nd n

on-te

chni

cal c

ompe

tenc

ies t

hat a

re re

quire

d to

su

ccee

d in

eac

h ar

ea.

http

://itw

orks

-oh

io.o

rg/IT

CM

P.ht

ml

and

http

//ww

w.o

hios

choo

lnet

.k12

.oh.

us

18

The

Inte

rnet

and

Com

putin

g C

ore

Cer

tific

atio

n - W

hite

Pap

er

Prog

ram

Des

crip

tion

For

Mor

eIn

form

atio

nSt

ate

Initi

ativ

e: C

olor

ado

The

Educ

atio

nal T

elec

omm

unic

atio

ns U

nit o

f the

Col

orad

o D

epar

tmen

t of E

duca

tion

publ

ishe

d C

ompe

tenc

y G

uide

lines

for C

lass

room

Tea

cher

s and

Sch

ool L

ibra

ry M

edia

Spec

ialis

ts in

Janu

ary

1999

. W

hile

focu

sed

on te

chni

cal c

ompe

tenc

ies r

equi

red

by

educ

ator

s and

libr

ary

staf

f, th

ese

guid

elin

es p

rovi

de d

etai

ls o

f the

ess

entia

l ski

lls

need

ed in

spec

ific

area

s suc

h as

wor

d pr

oces

sing

, spr

eads

heet

s, da

taba

ses,

netw

orki

ng,

and

the

Inte

rnet

.

ww

w.c

de.st

ate.

co.u

s

Stat

e In

itiat

ive:

M

assa

chus

etts

Mas

sach

uset

ts h

as d

etai

led

tech

nolo

gy c

ompe

tenc

y st

anda

rds a

long

with

use

ful

exam

ples

for g

rade

s pre

K -4

, 5-8

, 9-1

0 an

d 11

-12.

The

Info

rmat

ion

Lite

racy

Pro

ject

, an

initi

ativ

e of

the

Uni

vers

ity o

f Mas

sach

uset

ts li

brar

y sy

stem

, has

pro

duce

d In

form

atio

n Li

tera

cy C

ompe

tenc

ies f

or K

-12

educ

atio

n. T

hese

com

pete

ncie

s are

bui

lt on

the

conc

ept o

f "In

form

atio

n Li

tera

cy"

as d

evel

oped

with

in th

e lib

rary

scie

nces

.

http

://w

ww

.doe

.mas

s.edu

/fram

ewor

ks

Stat

e In

itiat

ive:

M

ichi

gan

The

Mic

higa

n D

epar

tmen

t of E

duca

tion'

sOve

rvie

w o

f Tec

hnol

ogy

Con

tent

Sta

ndar

ds

desc

ribes

con

tent

stan

dard

s and

ben

chm

arks

for e

arly

ele

men

tary

, lat

er e

lem

enta

ry,

mid

dle

scho

ol a

nd h

igh-

scho

ol st

uden

ts.

Thes

e st

anda

rds a

nd b

ench

mar

ks a

re b

uilt

on

real

-wor

ld m

odel

s of p

rodu

cers

and

con

sum

ers o

f tec

hnol

ogy

and

info

rmat

ion

(fam

ilym

embe

r, co

nsum

er, c

itize

n, w

orke

r, an

d lif

e-lo

ng le

arne

r).

http

:/cdp

.mde

.stat

e.m

i.us

/MC

F/C

onte

ntSt

anda

rds/

Tech

nolo

gy/d

efau

lt.ht

ml

Stat

e In

itiat

ive:

Nor

th

Car

olin

aN

orth

Car

olin

a's S

tate

Boa

rd o

f Edu

catio

n's K

-12

Com

pute

r Tec

hnol

ogy

Skill

s St

anda

rd C

ours

e of

Stu

dy in

tegr

ates

tech

nolo

gy in

itiat

ives

into

mul

tiple

cou

rses

of

stud

y (E

nglis

h, F

orei

gn L

angu

ages

, Mat

hem

atic

s, Sc

ienc

es, e

tc.)

and

prov

ides

cu

rric

ulum

gui

delin

es a

nd a

mat

rix fo

r Com

pute

r/Tec

hnol

ogy

Skill

s for

gra

des 1

-8 a

ndhi

gh sc

hool

.

http

:/ww

w.d

epi.s

tate

.nc

.us.c

urric

ulum

/com

pute

r.ski

lls/in

dex.

htm

l

Stat

e In

itiat

ive:

Ohi

o O

hio'

s Inf

orm

atio

n Te

chno

logy

Com

pete

ncy

Prof

ile re

pres

ents

one

of t

he m

ost

adva

nced

app

roac

hes t

o in

tegr

atin

g co

mpu

ter t

echn

olog

y an

d in

form

atio

n lit

erac

y su

bjec

ts in

to a

ll as

pect

s of a

scho

ol's

curr

icul

um.

Thei

r Pro

file

incl

udes

spec

ific

desc

riptio

ns o

f diff

eren

t cur

ricul

um a

reas

(Writ

ing,

Ora

l Com

mun

icat

ions

, Sci

entif

icIn

quiry

, etc

.) an

d th

e te

chni

cal a

nd n

on-te

chni

cal c

ompe

tenc

ies t

hat a

re re

quire

d to

su

ccee

d in

eac

h ar

ea.

http

://itw

orks

-oh

io.o

rg/IT

CM

P.ht

ml

and

http

//ww

w.o

hios

choo

lnet

.k12

.oh.

us

18

The

Inte

rnet

and

Com

putin

g C

ore

Cer

tific

atio

n - W

hite

Pap

er

Prog

ram

Des

crip

tion

For

Mor

eIn

form

atio

nSt

ate

Initi

ativ

e: U

tah

The

Uta

h St

ate

Boa

rd o

f Edu

catio

n ha

s pub

lishe

d El

emen

tary

and

Sec

onda

ry C

ore

Cur

ricul

um S

tand

ards

for E

duca

tiona

l Tec

hnol

ogy,

leve

ls K

-12.

The

se g

uide

lines

de

scrib

e sp

ecifi

c co

mpe

tenc

ies s

tude

nts s

houl

d ha

ve a

t eac

h gr

ade

leve

l inc

ludi

ng

know

ledg

e an

d sk

ills i

n ba

sic

oper

atio

ns a

nd c

once

pts o

f tec

hnol

ogy;

soci

al, e

thic

al

and

hum

an is

sues

, tec

hnol

ogy

prod

uctiv

ity to

ols,

tech

nolo

gy c

omm

unic

atio

ns to

ols,

tech

nolo

gy re

sear

ch to

ols,

and

tech

nolo

gy p

robl

em-s

olvi

ng a

nd d

ecis

ion-

mak

ing

tool

s.

http

://w

ww

.uso

e.k1

2.ut

.us/

curr

/EdT

ech.

/new

core

.htm

l

Stat

e In

itiat

ive:

W

isco

nsin

Wis

cons

in p

rovi

des d

etai

led

info

rmat

ion

tech

nolo

gy st

anda

rds f

or st

uden

ts to

mee

t by

the

end

of g

rade

s 4, 8

and

12.

In

addi

tion,

the

Wis

cons

in A

ssoc

iatio

n of

Aca

dem

icLi

brar

ians

has

ado

pted

stan

dard

s for

Info

rmat

ion

Lite

racy

Com

pete

ncie

s and

Crit

eria

fo

r Aca

dem

ic L

ibra

ries i

n W

isco

nsin

,spe

cify

ing

know

ledg

e, sk

ills a

nd a

bilit

ies

requ

ired

for I

nfor

mat

ion

Lite

racy

.

http

://fa

csta

ff.u

ww

.edu

/W

AA

L/in

folit

/ilcc

.htm

lan

dht

tp://

ww

w.d

pi.st

ate.

wi

.us/

dpi/s

tand

ards

Stat

e In

itiat

ive:

Wes

tV

irgin

iaIn

199

0-19

91, t

he st

ate

of W

est V

irgin

ia a

ppro

ved

a co

mpr

ehen

sive

Bas

ic

Skill

s/C

ompu

ter E

duca

tion

(BS/

CE)

pro

gram

that

beg

an b

y pr

ovid

ing

com

pute

rha

rdw

are

and

educ

atio

nal s

oftw

are

in k

inde

rgar

ten

clas

ses,

mov

ing

the

prog

ram

up

thro

ugh

the

grad

es o

ver t

he n

ext d

ecad

e. T

he 1

999

pape

r Wes

t Vir

gini

a St

ory:

Ac

hiev

emen

t Gai

ns fr

om a

Sta

tew

ide

Com

preh

ensi

ve In

stru

ctio

nal T

echn

olog

yPr

ogra

m (w

ritte

n in

con

junc

tion

with

the

Milk

en E

xcha

nge

on E

duca

tion

Tech

nolo

gy)

outli

nes t

he p

rogr

am a

nd th

e re

sults

of s

tate

-wid

e te

stin

g of

ach

ieve

men

t in

tech

nolo

gyed

ucat

ion.

Not

ava

ilabl

e on

line.

ERIC

Acc

essi

on

Num

ber:

ED42

9575

Uni

vers

ity In

itiat

ive:

Illin

ois A

ssoc

iatio

n of

C

olle

ge a

nd R

esea

rch

Libr

arie

s

The

Info

rmat

ion

Lite

racy

Sta

ndar

ds Im

plem

enta

tion

Task

forc

e of

the

Illin

ois A

CR

L St

anda

rds C

omm

ittee

has

pro

pose

d a

set o

f sta

ndar

ds fo

r Inf

orm

atio

n Li

tera

cy a

nd it

s ap

plic

atio

ns to

hig

her e

duca

tion.

http

://w

ww

.ala

.org

.acr

l.ilc

omst

an.h

tml

Uni

vers

ity In

itiat

ive:

Uni

vers

ity o

f Tex

as a

t A

ustin

The

Info

rmat

ion

Lite

racy

Cha

lleng

e: A

ddre

ssin

g th

e C

hang

ing

Nee

ds o

f Our

Stu

dent

s th

roug

h O

ur P

rogr

ams (

1996

) pro

vide

s gui

delin

es fo

r edu

cato

rs a

nd li

brar

ians

in

volv

ed w

ith in

tegr

atin

g in

form

atio

n lit

erac

y co

ncep

ts in

to d

iffer

ent a

reas

of

educ

atio

n.

http

://st

aff.l

ib.u

texa

s.ed

u/~b

eth/

IRSQ

/ski

lls.h

tm

l

19

The

Inte

rnet

and

Com

putin

g C

ore

Cer

tific

atio

n - W

hite

Pap

er

20

Prog

ram

Des

crip

tion

For

Mor

eIn

form

atio

n U

nive

rsity

Initi

ativ

e:

Will

iam

s Col

lege

A

s par

t of W

illia

ms C

olle

ge's

Cur

ricul

ar In

nova

tion

stra

tegi

c pl

an, t

he 2

000

docu

men

t C

ompe

tenc

ies a

nd R

equi

rem

ents

for T

echn

olog

ical

Com

pete

nce

and

Dig

ital L

itera

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Influence of EducationalMethodologies

As indicated in the Education and Testing Trends section of this document (page 8), the Internet and Computing Core Certification program has been developed with a mind to current thinking and practice in technology education and testing.

Given the breadth of knowledge covered by subjects such as Information Literacy (which spans traditional reading and writing skills to computing, Internet and critical-thinking skills), the Internet and Computing Core Certification standard is not meant to provide a comprehensive evaluation of all of the knowledge, skills and abilities encompassed by these broad subjects of study. Rather, the standard is meant to provide validation of a person's knowledge and skills of computer and Internet technology, using the original definition of computer literacy as its foundation. However, the certification that validates these skills will also take into account many of the important issues brought up in subjects such as Information Literacy, Digital Literacy and Fluency in Information Technology.

Current and emerging educational methodologies have influenced the development of the Internet and Computing Core Certificationstandard in a number of ways.

• Candidates going through a course of study or taking the certification are required to demonstrate an awareness of not only technology, but the social context in which technology is used by people at work, school, and home. For example,testing on the ability to use e-mail will include questions on e-mail software functionality, but will also include questions on proper e-mail "rules of the road" (i.e., "netiquette") and the changes in communication brought about by the huge increase in e-mail use throughout the world.

• Testing applications knowledge and skills will cover not only software features and functionality but also real-worldsituations commonly experienced by computer users. For example, a test on word processing will ask questions on common problems encountered by word processing users (such as incompatible file formats) and a test on spreadsheets will not only ask candidates to create tables and graphs but to also show they understand tabular and graphical representations of information.

• Testing on subjects involving information (especiallyinformation available on the Internet) will include questions on how to critically evaluate the source of that information or

21


Influence of EducationalMethodologies(continued)

how to discriminate among different sources found through online searches. Information objectives will also be placed incontext, ensuring that candidates understand that online sources of data are part of a broader world of information that include periodicals, academic journals, books and other resources.

• Whenever possible, test questions (particularly performance-based test questions) will be based on examples that are consistent with one another and relate to real-world experiences (such as a joint classroom project that requires the use of multiple applications and methods of communication).

Test Target As any certification must have as its basis a target job or educational level, the Internet and Computing Core Certification standard is designed to determine the knowledge, skills and abilities required for someone entering the job market for the first time or beginning a program of higher education. While graduating high-school seniors and first-time job seekers represent obvious major populations who, by definition, are required to meet this standard, a broad range ofpeople of different ages and backgrounds (older workers retooling for computer-related jobs, welfare-to-work candidates, etc.) can also be measured by this standard.

Test Blueprint Development

Blueprints for each of the three examinations making up the Internet and Computing Core Certification have been prepared under the direction of a trained psychometrician and follow guidelines for certification-level test development. These blueprints define the domains of each examination subject (Computing Fundamentals, Key Applications and Living Online) as determined through literature research (including an analysis of the literature described on pages 17-20) and statistical information from a survey of subject-matterexperts carried out by our supervising psychometrician.

This survey information was used to establish final domains of knowledge for each examination and the appropriate distribution of questions for each domain. The survey information has also been used to establish and refine lists of examination objectives and questions to be covered in each examination.

TestingTechnology

As noted on page 13, the Internet and Computing Core Certification will make maximum use of advanced test item types includingperformance-based test questions for objectives covering skills such as the ability to use an operating system or specific applications. In general, performance-based items are highly accurate and reliable as they relate to the testing of skills such as software features. When

22


TestingTechnology(continued)

testing areas other than skills (such as knowledge or reasoningability), traditional test items (multiple-choice, true-false, matching,etc.) are often the best type of item to test such objectives.

TestDevelopment

As with any certification-level test-development procedure, development of the Internet and Computing Core Certification will begin with the objectives outlined in the test blueprints. Since our current testing technology allows us to deliver a broad range of itemtypes (including linear and performance-based items), every effort will be made to create high-quality, fair, accurate and discriminatingitems using the most appropriate item types available.

The initial set of tests to be developed will make use of fixed forms,with plans to move to multiple forms or an adaptive model as ongoing research and validation provides the data needed to create new or advanced tests to be incorporated into the program.

Test Validation The development process includes a beta period in which tests will be taken by a large representative sample of candidates to determine the difficulty and reliability of each test item as well as how each test is working as a whole.

Research results will be used to refine each test, establish cut scores and build plans for ongoing development and validation to advance the Internet and Computing Core Certification standard.

23


Bibliography

Alaska Content Standards. (1995) Standards, Department of Education and Early Development http://www.educ.state.ak.us/ContentStandards/Technology.html

Being Fluent with Information Technology (1999) Computer Science and Telecommunications Board. Washington, D.C: National Academy Presshttp://www.nap.edu/books/030906399X/html/

Competencies and Requirements for Technological Competence and Digital Literacy. (2000) Williams College Committee on Educational Policy.http://www.williams.edu/go/strategicplanning/archive/2-08.html

Competency Guidelines for Classroom Teachers and School Library MediaSpecialists. (1999) Educational Telecommunications Unit of the Colorado Department of Education. ERIC Accession Number. ED433020

Desktop Competencies and Internet Competencies (2000) Health Services Department of the University of Washington.www.//depts.washington.edu/hserv/teaching/diglit/diglit.htm

Elementary and Secondary Core Curriculum Standards for Educational Technology, Levels K-12. (2000) Utah State Board of Education. http://www.usoe.k12.ut.us/curr/EdTech./newcore.html

Gilster, Paul. (1997) Digital Literacy. New York: Wiley and ComputerPublishing.

The Information Literacy Challenge: Addressing the Changing Needs of Our Students through Our Programs. (1996) Digital Information Literacy Office (DILO). University of Texas at Austin. http://staff.lib.utexas.edu/~beth/IRSQ/index.html

Information Literacy Competencies and Criterial for Academic Libraries in Wisconsin. (1998) Wisconsin Association of Academic Librarians.http://facstaff.uww.edu/WAAL/infolit/ilcc.html

Information Literacy Project: Information Literacy Competencies. (1997) University of Massachusetts Information Literacy Project. University of Massachusetts at Dartmouth. http://www.lib.umassd.edu/INFOLIT/InfoLitComp.html

Information Technology Competence Profile (1998) Joint Board of the Ohio Board of Regents and the State Board of Education. Ohio http://www.itworks-ohio.org

K-12 Computer Technology Skills Standard Course of Study. (1998) North Carolina Board of Education. http://www.dpi.state.nc.us/curriculum/computer.skills/

24


National Educational Technology Standards (NETS). (2001) International Society for Technology in Education http://cnets.iste.org

Oregon Information Literacy Guidelines. (1997) Oregon Educational Media Association.. http://www.teleport.com/~oema/infolit_intro.html

Overview of Technology Content Standards. Michigan Department of Education. (1998) http://cdp.mde.state.mi.us/MCF/ContentStandards/Technology/default.html

A Progress Report on Information Literacy: Update of the American Library Association Presidential Committee on Information Literacy; Final Report. (1998)Association of College and Research Libraries. http://www.ala.org/nili/nili.html

Technology for All Americans: A Rationale and Structure for the Study of Technology. (1999) International Technology Education Association. http://scholar.lib.vt.edu/TAA/Execsumm.htm

Technology Education Standards (2000) Arizona Academic Standards and Accountability. http://www.ade.state.az.us/standards/technology/

West Virginia Story: Achievement Gains from a Statewide ComprensiveInstructional Technology Program. (1999) Milken Exchange on Educational Technology. ERIC Accession Number: ED429575

25


Competitive Advantage


GLoBaL reCoGnItIon anD suPPort

Certiport’s market development philosophy is rooted in the belief that in order

to provide true value, industry leading certification programs must be endorsed

and supported by the leading solution providers, advocates, courseware

developers and quality assurance organizations within a given market.

Insupportofthatbelief,wehavejoinedforceswithadiverseandglobalnetwork

of leading industry organizations representing academic, government and corporate

interests to develop, deliver and validate Certiport certification programs.

the iC³ Standard has been ratified and endorsed by national and international

qualification bodies, standards organizations and academic institutions, including

the following:

•american Council on education (aCe)—iC³ has earned an aCe

credit recommendation for college education in general education or

computingliteracy.Fromthisstudentscanseekcreditfrommorethan

1,800accredited,degree-grantingcolleges,universities,andothereducation-

related organizations that are members of aCe.

•aCt—iC³ and aCt have formed a strategic partnership aimed at

increasing the computer literacy and employability skills of the workforce.

Under the partnership agreement, aCt and Certiport will share computer-

based certification and skill assessment services at each company’s network

of nationwide testing centers, making them more accessible to employers,

instructors, students and other individuals looking to improve their

computer skills.

•Boston university

•City & Guilds of London Institute

•Computing technology Industry association (ComptIa)—

Comptia has officially recognized iC³ as the foundational certification for all

iCt industry certifications. Comptia is an industry association representing

over15,000computingandcommunicationscompaniesthatestablishes

global, vendor-neutral standards in certification.

•e-skills uK

•Global Digital Literacy Council (GDLC)—the council oversees

and guides the development of digital literacy standards, and ensures that

such standards are market-driven and continue to map to internet and

computing technology skill and competency requirements

• ICt Literacy Forum

• International society for technology in education (Iste)—

iSte and Certiport have formed a strategic alliance to provide assessment

tools for iSte’s widely adopted national educational technology Standards

(netS). iC³ is the first certification and assessment program on the market


Overview

to meet alignment requirements outlined by netS for both teachers and

students.ISTEconcludeditsreviewoftheIC³programonJune12,2003

and has determined that it clearly supports implementation of the iSte

netS for Students and teachers.

•Manpower—IC³offeredthroughManpowerInc.’sWorkforce

development initiative—techreach. Branka Minic, Manpower director of

workforce development states, “a successful career in the technical field

starts with a solid computer literacy and that is why we have decided to

implementIC³certificationinourprojects.”

•national Workforce Center for emerging technologies

(nWCet)

•new Zealand Qualifications authority (nZQa)

•oxford, Cambridge and royal society of arts exam board

(oCr)—TheOCRCLAITSuite(ComputerLiteracyAndInformation

Technology)coversawiderangeofITUserspecialistunitsatLevels1,2,

and3oftheNationalQualificationsFramework(NQF)andisaccreditedby

theQualificationsandCurriculumAuthority(QCA).TheOCRCLAITSuite

providesaroutethroughwhichschools,colleges,anduniversitiesintheUK

canaccessLSCfundingforIC³units.

•scottish Qualification authority

•south african Qualifications authority (saQa)

•uK Learning & skills Council

• ets customizes solutions to meet the need for teacher professional

development products and services, classroom and end-of-course

assessments, and research-based teaching and learning tools. etS

develops, administers, and scores more than 50 million tests annually, in

more than 180 countries, at over 9,000 locations worldwide. additional

information is available at www.ets.org.


IC³—eCDL/ICDL ProGraM CoMParIson

(Worldwide Comparison excluding u.s.a.)

IC³ eCDL/ICDL

Standardized exams 4

Set of Multiple exams 4 4

Uniform, Centralized Scoring 4

authenticated, digital transcripts 4

it Career roadmap 4

ThirdPartyPsychometricValidation 4

global Candidate database 4

Vendor-independent 4 4

Professional exam development 4

global Computer Society recognition 4

global, Portable Credential 4

CandidateVerification 4

LocalizedExams 4 4

this document provides a comparison overview for those individuals or organizations wanting to compare the iC³ certification program with the ECDL/ICDLtrainingprogram.Thiscomparisonconsistsofthefollowingsections:

•ProgramBasics

•ExamContent

•ExamCreation

•ExamDelivery

•CandidateServices

Internet and Computing Core CertificationSample Questions

ProGraM BasICs

IC³ ICDL

name internet and Computing

Core Certification

european Computer

DrivingLicence,branded

international Computer

DrivingLicenceoutside

europe

overview iC³ is a global, validated,

standards-based

certification program

for basic computing and

internet literacy. it

provides specific

guidelines for the

knowledge and skills

required to be a

productive user of

computer hardware,

software, networks, and

the internet.

ICDLisastructured

training program, based

on a publicly published

syllabus, that

demonstrates an

individual has mastered

the fundamental

concepts of information

technology (it), and is

able to use a personal

computer and computer

software applications at

a fundamental level of

competence.

Computer

Vendor

relationships

Vendor-independent Vendor-independent


eXaM Content

IC³ I/eCDL

number of

exams

Set of three exams Set of seven tests

exam topics Computing 1.

Fundamentals

KeyApplications2.

LivingOnline3.

Basic Concepts of it4.

Using the Computer 5.

andManagingFiles

WordProcessing6.

Spreadsheets7.

databases8.

Presentations9.

information and 10.

Communication

exam

Methodology

Standard set of exams

delivered worldwide via

computer. exams

include a combination

of performance-based

and knowledge-based

questions.

no standard set of

exams available. training

and testing vendors

determine and design

tests for their locations

using various

methodologies. all

exams must be

approvedbytheECDL

Foundation

exam

objectives

Standard exam

objectivesused

worldwide—updated

onaregularbasis.Last

updated8/08.

Standard syllabus used

worldwide—updated

periodically.

Localized

Versions

iC³ is currently available

inmorethan120

countries.

ICDLiscurrently

available in more than

130countries.


IC³ I/eCDL

additional

Certifications

iC³ can be a starting

point for additional

certifications, such as

MOS,MCP,A+,i-Net+,

adobe Certified

associate, Microsoft

Certified application

Specialist, etc.

ICDLdoesnot

promote additional

computernon-ICDL

certification programs.

Industry

support

Computing technology

industry association—

Comptia.

Oxfordand

Cambridge—OCR

international Society

for technology

education—iSte

american Council on

education—aCe

Scottish Qualification

authority—SQa

Member organizations

of Council of european

Professional informatics

Societies—CePiS

international Society

for technology

education—iSte

Customized

Modules

additional modules may

be made available based

on market need.

TheICDLsyllabusdoes

not allow customized

module additions, but

tests may differ based

on location, country,

courseware provider, or

testing vendor.


eXaM CreatIon

IC³ I/eCDL

research Based on work force,

academic, and

government initiatives,

existing literacy

programs, digital

divide research.

ICDLFoundationand

their panel of SMes.

objective

Development

270SubjectMatter

experts in over 19

countries collaborated

to determine requisite

examobjectives.

ICDLSyllabuswas

establishedbytheICDL

Foundation’spanelof

SMes.

exam

Development

Standard exams created

based on accepted

principles of test

development and

psychometric validation

used in the certification

industry.

testing and training

vendors develop

separate tests based on

ICDLsyllabususing

various test

development methods.

exam

Integrity

exams created using the

setobjectives,bydistinct

entities other than the

training vendors.

Variousassessmentand

training companies write

testsbasedonICDL

syllabus. electronic tests

areapprovedbyICDL

Foundationstaff.

objectives

updates

annual reviews with

SubjectMatterExperts

from technology

associations, academic

institutions, Courseware

Vendors,and

Corporations.

Syllabus updated

periodicallybyICDL

Foundation.Threeyear

standard revision cycle

has been followed in the

past.

Psychometric

Validation

third-party

psychometric validation

conducted with

supporting

documentation.

Psychometric validation

of tests is conducted by

ICDLFoundationstaff.


eXaM DeLIVery

IC³ I/eCDL

exam

administration

exams are

administered via

computer for

performance-based

and knowledge-based

exam questions.

Variabletechnology

based on multiplicity of

vendors. Paper and

computer-based

testing dependent on

testing vendor.

availability/

Coverage

iC³ is available to

Certiport’s12,000

iQcentersin120

countries worldwide.

Availableinover130

countries.

scoring exam scores are

provided to an

individual upon

completion of each

exam and printed on

an exam results report.

exam scores are also

included in the global

results database for

future reference.

“Pass” records are

manually stamped by

the test proctor on the

candidate’s skills card.

Scores are not

recorded or tracked in

a global database.

Global

Database

exam results are

tracked via a global

database for candidate

results validation and

certificate delivery.

Variousreporting

capabilities are

available.

Score results are not

recorded in a global

database. “Pass”

records are manually

stamped by the test

proctor on the

candidate’s skills card.

environment Proctored testing

environment.

Proctored testing

environment.


IC³ I/eCDL

Location

transferability

each iC³ exam can be

taken in different

locations and the

candidate results will

be recognized as

successful completion.

AllsevenICDLtests

are generally taken

in the same country

and language for

completion.

security a single electronic

repository of

information

provides monitoring

and reporting

capabilities to detect

examination fraud.

Manual program and

candidate

administration.


CanDIDate serVICes

IC³ I/eCDL

Certification iC³ Certificate delivered

worldwide upon

successful completion

of all three exams.

Certificate can also

be viewed online in

multiple languages.

ICDLskillscardor

logbook is manually

stamped upon successful

completion of each

module. a “driving

License”isavailableupon

successful completion of

all modules.

Candidate

Verification

employers can

electronically verify

candidate certifications

through Certiport’s

global database at www.

verify.certiport.com

Verificationofcandidate

completion is not

currently available.

Customer

support

available through global

and local customer

service networks.

Variesdependingon

each training vendor.

Candidate

transcripts

digital transcripts are

available to all candidates

upon taking an iC³ exam.

this transcript can be

emailed to existing or

potential employers.

digital transcripts are

not available.


seLeCtIon oF toP IC3 CustoMers WorLDWIDe

University of Calgary (Canada)

Sichuan University (China)

College of engineering & technology, Shanxi agricultural University (China)

TOKOUniversity(China)

Central taiwan University of Science technology (China)

Cheng Shiu University (China)

ChienKuoTechnologyUniversity(China)

Ching Yun University (China)

nan Jeon institute of technology (China)

Southern taiwan University (China)

NanKaiInstituteofTechnology(China)

Chihlee institute of technology (China)

ChingKuoInstituteofManagement(China)

Colegio Boston de negocios S.a. (Costa rica)

Colegio Particular experimental Politécnico (ecuador)

Institut2FGmbH

OTEAcademy(Greece)

etC (guatemala)

Colaiste Choilm (ireland)

ALFABYTES.r.l.(Italy)

OdysseyTestingCenter(Japan)

FujitsuMySeminarShinjuku(Japan)

new horizons training Center (Japan)

FujitsuOpenCollege(Japan)

CollegeofInformationTechnologyOsaka(Japan)

HachiojiSoushiHighSchool(Japan)

Belbic inage testing Center (Japan)

PC touch Juku tottori (Japan)

KinkiTechnoGakuinUmeda(Japan)

hashemite University (Japan)

CentroEducativoGrupoCEDVACampusEcatepec(Mexico)

inter american University (Puerto rico)

new horizons riyadh Men Center (Saudi arabia)

NorthumbriaUniversity(UnitedKingdom)

RoyalBankofScotland(UnitedKingdom)

Johnson & Johnson (United States)

Clemson University (United States)

northwestern State University department of Mathematics (United States)

OregonHealth&ScienceUniversity(UnitedStates)

Southwest Missouri State University Computer institute (United States)

StateofNorthCarolina,OfficeofStatePersonnel(UnitedStates)

State University of new York (United States)

TulaneUniversity-FreemanSchoolofBusiness(UnitedStates)


UniversityofMaryWashington-CollegeofGraduateandProfessionalStudies

(United States)

University of notre dame (United States)

University of South Carolina-technology Support and training (United States)

YMCa of Philadelphia adult education (United States)

CompUSa (United States)


PosItIonInG oBJeCtIVe

Prepare Certiport employees with key messages and factors to understand for

properpositioningagainstICDL.

oVeraLL PosItIon

YearsagotheEuropeanComputerDrivingLicense(ECDL)Foundationsawa

need for basic computer skills training in europe and took advantage of it

becausenothingelseexistedatthetime.However,asECDLdidnotestablisha

standardized measurement process to go along with their syllabus, a need still

existed for organizations to be able to measure these basic computing skills.

the computer certification industry has now addressed this measurement need

with a true computer certification with all the standard processes and

procedures for the industry—the internet and Computing Core Certification

(IC³).Assuch,IC³offersnumerousbenefitsoverECDLtohelpacademic

institutions, commercial organizations, and government and workforce

development programs certify individuals with a true computing literacy

measurement standard.

ICDL BaCKGrounD anD Key CoMPonents

ICDLbeganin1994withtheFinishComputerDrivingLicense.In1995the

Council of european Professional informatics Societies (CePiS) created a task

force charged with raising it skill levels throughout europe. the european

ComputerDrivingLicense(ECDL)wasthenlaunchedinSwedenneartheendof

1996.In1997itbegantospreadthroughoutEurope.TheInternational

ComputerDrivingLicense(ICDL)beganin1999.ICDLUSwaslaunchedin2001.

•7trainingmodules

•7fortyfiveminutesexaminations,eithermanuallyorelectronically

administered and graded.

•ManualSkillscards

•Nationalcomputersocieties

•Testingmethods

Note:ThevastmajorityofEDCLexamstodatehavebeenmanualexams,and

no global database of scores exists.

Key PoInts Vs ICDL

1. ICDL is not a Certification

ThemainmessagehereisinproperlypositioningICDLasastandardized

training program with end of course tests—a standardized training program.

ItistruethatICDLhasastandardizedsyllabus—butitisnotincertification,itis

focused on the training. they have created a standardized syllabus that is

leveraged by some to create training materials. however, this can not be

classified as a certification because it does not implement standardized testing.


terMInoLoGy to use

Certification vs. License

WhentalkingaboutICDLandthose

who complete the program, always

refer to it in terms of a “license”. the

candidate has “received their license”,

a “license was issued”, etc.

Wedonotwanttohelpthemin

their quest to pass themselves off as

a“certification”.Weviewthemasa

training program with end of course

completion tests.

exam vs. test

this may seem simple, but in subtly

referringtoanyICDLtestasa“test”

it will also help pin it in to the area of

simple end of course completion

tests. Save the term “exam” for the

professionally validated exams that

iC³ is comprised of.

the tests used at the end of the training vary by vendor and by location. not

only do the test questions vary, but the very manner of testing varies – some

arecomputer-based,andsomearepaper-based.Oftenthecandidatethemselves

can choose how they would like to take the test. in some countries the same

candidatemayscorean80%byonetestvendorand30%byanotheronthe

same material.

OverthelastcoupleyearsICDLhasbegunusingtheterm“Certification”as

they have begun to witness the growth in certification programs worldwide.

they have decided to get on the bandwagon to ride the wave and as such have

tried to pass themselves off as an industry certification. they use this

terminology in hopes that those who hear it will not even question the

assumption.

Whyisthisaproblem?Whyshouldaschooldistrict,state,orgovernment

agencycareaboutimplementingacertificationvs.ICDL?Becausethesegroups

need a digital literacy measurement standard, not a training syllabus. it is critical

that when people under their stewardship complete the program that their skills

are measured in the same way, no matter how they obtained the knowledge.

UsingICDLisnodifferentfromwhattheycurrentlyhave:alistofobjectives

which they would like their constituents to master.

an example: the State of texas has a list of standard computer skills that they

wouldliketoensurealloftheirstudentshave.ThislistissimilartowhatICDL

puts out to training vendors. So the State of texas can give this to training

vendors (or their schools) and students could be trained in a number of ways.

however, what the State of texas really cares about is that all of the students are

measuredinthesamewaytothosestandards.WithICDLeachschoolcould

testdifferently–thisiswhattheyarealreadydoing.ICDLisnoimprovement–it

justaddstotheircosts.WithIC³,theStatecanbeassuredthateachstudentwill

bemeasuredexactlythesame–sameobjectives,sameprocess.Astudentcan

take their results anywhere and prove the same outcome. an employer hearing

from a candidate that they are iC³ certified knows exactly what they are getting.

•Atruecertificationimplementsastandardizedmeasurementprocessthat

does not vary by location – examinations

•Atruecertificationutilizesprofessionalexamdevelopment

•Atruecertificationrequirespsychometricvalidation

•Atruecertificationisportable–inthatitisacceptedbylocalandglobal

educational and industry authorities

Inmostcases,theIC³teamshouldnotfocusonthedownsidesofICDL,but

ratherthepositivesofIC³.ByassociationitcanbeassumedthatICDLdoesnot

match the strengths of iC³. By focusing on these positives of iC³ and why each

factorisimportanttothegroup/organizationreviewingIC³,theywillutilizethese

pointsintheirowncomparisonandreviewofICDL.

APAC_PartnerKit_PARTNER.pdf

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