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Internet and Computing
Core Certification

Core Certification
S e t t i n g t h e S ta n da r d
Internet & Computing

Core Certification
(IC) Program

Core Certification
The Internet and Computing Core Certification (IC) program is the worlds
first digital literacy training and certification program, and the only globally
validated computer literacy credential. IC Certification consists of three
individual exams:
Computing Fundamentals
Key Applications
Living Online
Each exam covers a different and significant area of digital literacy as developed
by the Global Digital Literacy Council (www.gdlcouncil.org). Together they form
a composite of the knowledge and skills every computer user should possess.
IC 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 IC certification
by more effectively addressing schedule and budget issues.
Your customers lab can provide a printed report of the candidates test results
immediately after completing an exam. Test results are also uploaded to a global
candidate database from which candidates can view their Online Digital
Transcripts. Candidates can also share this data by authorizing others, such as
prospective employers, to view the transcripts.
Why IC 3 ?
The program will generate additional revenue streams for your company.
Certification meets the market demand for a globally recognized credential.
Exams are created by Certiport, who is also the developer and
administrator of the Microsoft Certified Application Specialist program and
the Adobe Certified Associate program.
Certification may be verified through a global candidate database.
The program is supported by a 24/5 call center which is accessible
worldwide.
Certiport maintains partnership with leading courseware (training material)
vendors.
Features of IC 3 Certifications:
READY-TO-USE EXAM FORMAT
IC exams are consistent and psychometrically valid. Easy to implement and
administer at local testing lab.
PERFORMANCE-BASED EVALUATIONS
Objective, quantifiable evaluation of candidates performance capabilities
provides instructors with an accurate assessment of candidates skills and abilities.
Overview
AUTOMATED SCORING AND PROCESSES

The automated scoring and processes of IC significantly reduce administrative
time and costs while providing valuable skills assessments.
ONLINE DIGITAL TRANSCRIPTS
Online Digital Transcripts permit candidates to showcase their certification skills
wherever the opportunity presents itself, be it locally, nationally, or internationally.
Digital Transcripts are fraud-proof and easy to share.
VALIDATION CODES
IC certificates include a validation code printed on the certificate. By going to
http://verify.certiport.com and entering this code, the associated digital certificate
can be viewed, as well as the objectives for IC and what was learned.
Candidates can include validation codes on their resumes and academic
applications to provide a powerful and professional way to verify IC certification.

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A UNIVERSAL STANDARD
IC 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.
Learn about the standard at www.gdlcouncil.org.
Ab out Cert iport
Certiport prepares individuals with current and relevant digital skills and
credentials for the competitive global workforce. These solutions are delivered
by more than 12,000 Certiport Centers worldwide and include Certiport
Internet and Computing Core Certification (IC), the official Microsoft Office
certification programs and the Adobe Certified Associate certification program.

Core Certification
Certification Pathway
Benchmark
Learn
Validate
| standards |
Step 1: BEN CHMAR K

IC3 Fast Track
Internet & Computing Benchmark
Step 2 : LEARN
Internet & Computing Mentor
IC Approved Courseware
IC3 Practice Test
Step 3: VALIDATE
Step 4: A DVANCE
Adobe Certified Associate
Microsoft Certified Application Specialist
Microsoft Office Specialist
advance

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S ample Questi ons fro m the Internet &

Computing Core (IC 3 ) certification exams:
Sample Questions
Key applications

Core Certification
Living Online

Core Certification
IC Success Stories

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NAKATSU COMMERCIAL HIGH SCHOOL
IC Fills a Gap and

Builds a Bridge
Adding IC 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 (IC) and must take IC exams to prove
their knowledge of the fundamental computing skills required by todays
businesses. As a bonus, information management students have found IC
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
the Oita prefecture of Japan. With a motto focusing on sincerity, 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.
One certification, the First Certificate in Zensho Information Processing Exam, 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.
We found there were big discrepancies between these two exams both in the
level and in the content of what students need to learn, said Tsukasa Watanabe,
the informatimanagement teacher at Nakatsu Commercial High School. It was
very challenging for our students to pass the System Administrator Examination.
IC caught our attention because it is an appropriate certificate to fill the gap
and be a bridge between these two exams.
IC is now part of Nakatsu Commercial High Schools official curriculum for its
information management program. The courses that train students to earn IC
certification is a graduation requirement, and all three IC3 examsComputing

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Fundamentals, Key Applications and Living Onlineare mandatory. Students are

encouraged to do their best tpass the exams and acquire IC certification,
explained Watanabe.
PROCESS
Before Nakatsu Commercial High School added IC to its curriculum, Watanabe
and three of his information management students participated in the Challenge!
IC initiative and experienced the IC credential. Challenge! IC is a program
sponsored by Odyssey Communications, Inc., a Certiport Solution Provider, that
offers IC exams and courseware free of charge to one teacher and three
students at participating high schools. To date, 80 schools like Nakatsu
Commercial High School have elected to participate in the program.
What hit me most was that even though our information management course
is where students should learn information, the curriculum had not been
designed based on the knowledge or skills required in todays professional
environment, Watanabe said.
The students who tried Challenge! IC with Watanabe had already taken all of
the classes required to prepare for the First Certificate in Zensho Information
Processing Exam, yet none of them were initially able to achieve IC. As a result,
instructors at Nakatsu Commercial High School reviewed the discrepancies
between the schools curriculum and how information technology (IT) is used in
the real world. Because he, too, had taken the IC exams, Watanabe clearly
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
for IC. They take a Computing Fundamentals class during their first semester,
followed by the IC Computing Fundamentals exam during summer vacation.
Living Online is taught during the second semester; the IC exam is available
during the winter break. Finally, Key Applications training is offered in the third
semester, and the IC exam is given during the spring break.
We have designed the curriculum so the three exams are taken by the end of
the school year, Watanabe said. But students can take exams anytime,
depending on their progress and level of understanding.
Students pay their own IC exam fees. We explain the meaning and benefits of
studying IC to students and their parents, Watanabe said.
When the first 79 students took the IC Computing Fundamentals exam at the
end of the first semester this year, unfortunately, only a few passed. These
results taught me that teachers, including myself, need to provide additional
practical information from time to time instead of just letting students memorize
what is written in the textbook, Watanabe said.

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RESULT
There are many IT assessments in the industry, but as far as I can see, IC is the
only certification that evaluates skills and knowledge to meet what todays
businesses demand, Watanabe said. Computing Fundamentals teaches very
fundamental IT-related troubleshootingexactly what the real world requires
most. Living Online covers the essential security and morals for an information
society, and Key Applications allows students to learn basic application software
operation. IC allows us to understand and learn the various aspects of IT
specifically and practically.
Nakatsu Commercial High School has already seen positive results since
implementing the IC program. One of the benefits we see is that students now
require less support from instructors during the application operation classes,
Watanabe reported. They are now able to solve by themselves or among
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.
In fact, more than the usual number of students passed the First Certificate in
Zensho Information Processing Exam in September this year. Watanabe
attributes this success to students anticipating their IC study. They are now
aware that IC is coming after the Zensho exam, and therefore strongly
recognize the importance of passing and finishing the Zensho exam in their
academic calendar, he said. IC motivates students to rise to the challenge of
new certifications and qualifications. Because of the rather big gap between the
difficulty levels of the Zensho exam and that of the System Administrator exam,
quite a few students used to perceive the Zensho exam as their last and as the
prime target to attain. Now, they have another goalICand the Zensho
exam has become just a milestone.
One third-year student who has acquired IC said the certification helped
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 IC, I am more confident about
myself. While studying for IC, I gained useful study skills such as reading
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. IC certification proves my fundamental IT knowledge and skills. I
look forward to building the fundamentals that I have learned through IC.
Watanabe said Nakatsu Commercial High School students are proud they attend
an academic institution that offers IC 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.

Core Certification
For information management students at Nakatsu Commercial High School, IC

will provide a pathway to employment and success in the business world. It is
hard to know how much a new graduates knowledge or skills can meet a
businesss requirements, Watanabe said. But, because IC is a worldwide
industry standard that validates IT literacy, it improves ones practical IT skills. I
am so happy to have IC 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 (IC) and the
Microsoft Office Specialist certification programs delivered by more than 12,000
Certiport Centers worldwide. For more information, visit www.certiport.com.
Certiport and IC 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.

Core Certification
KOFU COMMERCIAL COLLEGE
Kofu Commercial
College Adds IC to
Curriculum to Provide
Solid Foundation
for Information
Technology Learning
Two-year program culminates in IC, produces confident
and employment-ready students
January 2007
Kofu Commercial College students studying information technology (IT) have an
exciting, new opportunity this year: Certiport Internet and Computing Core
Certification (IC), the worlds only globally recognized standards-based
certification for basic computer skills, has been added to the colleges curriculum.
To provide a foundation for continued IT instruction and to meet the high
expectations of potential employers, the three IC3 exam components
Computing Fundamentals, Key Applications and Living Onlineare now
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
Established in 1991 by Kofu City of Yamanashi Prefecture, Kofu Commercial
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.
With only 120 students, Kofu Commercial Colleges small classes provide an
educational environment equipped with the latest facilities and programs.
Starting this academic year, IC is part of the colleges curriculum, providing
students opportunities to gain familiarity with computers and to earn a
worldwide certification.
I first learned about IC a year ago while reading Gokaku Joho Shori (Successes
in ITEE magazine), said Takahiro Harada, the director of IT-related subjects at Kofu

Core Certification
Commercial College. The magazine contained an article introducing IC and said

the program is capable of separately evaluating necessary skills for each of three
areasfundamental knowledge of computers, fundamental knowledge of
networks and operation of application software. I was very interested in the idea.
Harada said his discovery of IC was especially timely because some of the
colleges current assessment exams were being abolished by the end of the
academic year. We needed to reconsider what certificate exams students
should take for the next academic year, he said. We decided to teach IC in
our courses.
Students these days have a lot of chances to use computersin high schools,
junior high schools and at homeand, consequently, are very familiar with the
operation of applications such as Microsoft Word and Excel, Harada explained.
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.
IC is the best tool for students to learn an overall knowledge of computers
because of its three subjects. I also consider IC to be very helpful in learning the
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
Students participating in the two-year program at Kofu Commercial College
take a variety of courses, including instruction in information processing, enduser computing, multimedia communications and software operations. They use
IC exam preparation textbooks and a mock-questions workbook from Fujitsu
Office Machines, Ltd., a Certiport Approved Courseware Provider. In addition,
students use practice materials created by Harada to prepare for the Key
Applications portion of IC. They also have opportunities to experience various
troubleshooting cases to prepare for the Computing Fundamentals exam
scheduled in their second year.
One of Kofu Commercial Colleges plans to ensure students successfully
complete IC 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,
Harada explained. Focusing learning efforts during a short period of time is
more effective than learning little by little over a broad timeframe. Fortunately,
IC 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.
Kofu Commercial College students are encouraged to pass Key Application and
Living Online exams during their first year. Computing Fundamentals is a

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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.
Kofu Commercial Colleges intensive instructional style has already prepared
many students to pass IC exams. Forty students are expected to earn IC by
the end of the colleges 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
opportunity to earn IC at Kofu Commercial College. Through his study,
Hatsushika has learned computer management skills, software operation,
equipment maintenance and computer configuration. Taking IC 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
Harada hopes Kofu Commercial College students who earn IC are prepared to
continue their IT study and pursue employment.
Acquisition of IC, I think, is a milestone, he said. Individuals have to acquire
qualifications to be the employees needed by the society in which they live. IC
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 IC as a
step toward training themselves to be higher-value-added personnel.
Hatsushika said IC 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 (IC) and the
Microsoft Office Specialist certification programs delivered by more than 12,000
Certiport Centers worldwide. For more information, visit www.certiport.com.
Certiport and IC 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.

Core Certification
KYOTO KOKA WOMENS UNIVERSITY
Japanese University
Includes IC in Curriculum
to Standardize Digital
Literacy and Inspire
Student Development
Students prepare for future employment by certifying current
and relevant computing skills
Last year, Kyoto Koka Womens University in Kyoto, Japan, realigned its Media
Information curriculum to match the requirements of Certiport Internet and
Computing Core Certification (IC), a globally recognized standard for digital
literacy that validates the fundamental computer and Internet skills and
knowledge required to be successful in school, work and life. With this
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
Established in 1940, Kyoto Koka Womens University offers a variety of courses
focusing on information education and vocational guidance. Its Media
Information program, which has an enrollment of approximately 70 first and
second-year students, offers a wide range of curriculum to match the social
needs of students who may someday find employment in industry.
Searching for a unified standard for digital literacy, Kyoto Koka Womens
University recently updated the Media Information curriculum to match IC.
In todays information-oriented society, information literacy is required of all
students, explained associate professor Issei Abe. Fundamental knowledge of
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
information literacy, but Kyoto Koka Womens University found IC was the only
program that included the well-balanced skill set required in actual office
environments. In addition, Abe said ICs three componentsComputing
Fundamentals, Key Applications and Living Onlinemake it a valid evaluation of

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computing knowledge and skills. ICs worldwide recognition made it even more
attractive to the university.
IC is recognized worldwide as an objective standard to be achieved to prove
ones information literacy, he said.
PROCESS
One year ago, Kyoto Koka Womens University aligned its Media Information
curriculum with the exam objectives and skill standards required of the
Computing Fundamentals and Living Online IC components. Students study
Computing Fundamentals for one semester, followed by Network
Fundamentals in a second semester. Finally, students take a one-year
Information Processing course to learn Microsoft Word and Excel and
prepare for the IC Key Applications exam. Upon conclusion of all three courses,
students are prepared to take and pass IC exams.
All IC exam fees are paid by students interested in pursuing the certification.
Kyoto Koka University has been a Certiport Center, an authorized testing center,
for two years.
CERTIFICATION
In the last year, seven Kyoto Koka Womens University students participating in
the Media Information program earned IC certification. Although the
certification is not required for course completion or graduation from the
university, 20 students passed at least one IC exam.
RESULT
Kyoto Koka Womens University students appreciate the opportunity they now
have to earn IC certification. Abe reported that many students are pleased with
the program and the opportunity it gives them to set and achieve their
computing goals.
We have received many positive comments about how easy it is to prepare for
IC because its content is very standardized, Abe said. Our students are trying
very hard to pass the exams. IC 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.
Abe said that by offering IC as part of the Media Information curriculum, Kyoto
Koka Womens University has enhanced the overall digital literacy level of
students at the university and has developed the credibility of the Media
Information courses. Further, students in the program are now more interested
in computer and networking technology and have increased confidence, which
may result in pursuit of additional certifications.
To learn more about Certiport and the ICcertification, visit www.certiport.com or
call Certiport Customer Services and Support at 1-888-999-9830.

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Certiport Set to
Strengthen ICT Skills of
Bruneian Workforce
SEAMEO Voctech in Brunei upgrades to Certiport IC and
Microsoft Office Specialist programs from ICDL assessments to
provide workers world-class skills
BRUNEIOctober 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
Organization Regional Center for Vocational and Technical Education and Training
(SEAMEO Voctech) and Wordware, a Certiport Solution Provider, indicated the
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.
After extensive evaluation, a selection committee from the SEAMEO Voctech
elected to adopt Certiport Internet and Computing Core Certification (IC)
and Microsoft Office Specialist (MOS) certifications for their relevancy and
global recognition over International Computer Driving License (ICDL) products.
Both IC and MOS programs are based on validated standards updated on
regular cycles with the help of a global array of subject matter experts from
business and academia. Because of their worldwide portability, Certiport IC and
MOS are proof of current and relevant skills that can be verified with Digital
Transcripts from the global Web site http://verify.certiport.com.
Bordering Malaysia, Bruneis 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
certification for the 90,000 members of the Bruneian workforce.
Although the ability to use a computer is as important as reading and writing,
the exposure does not necessarily translate into understanding ICT concepts,
Wilson Wong, president of Wordware, said. Providing the opportunity to earn

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these globally recognized credentials will be an effective investment for the

future development of Brunei.
Mohamad Abu Bakar signed the agreement on behalf of SEAMEO Voctech, and
Wilson Wong represented Wordware, respectively. Witness to the signing was
Dr. Milagros Campos Valles, deputy director and professional and curriculum
specialist at SEAMEO Voctech.
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 todays academic and business
environments. These solutions include Certiport Internet and Computing Core
Certification (IC), the Microsoft Office Specialist certification program and
Microsoft IT Academy delivered through a channel of more than 10,000
Certiport Centers worldwide. For more information about Certiport, visit
www.certiport.com.
Certiport and IC 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; and the Microsoft Office Specialist logo is used under license from
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
danderson@certiport.com

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HON. JESLI A. LAPUS
Philippine Digital
Literacy Program to
Train and Certify Up
to 500,000 Public
School Teachers
Philippine government chooses Certiport IC as international
standard to empower Filipinos to compete in global workforce
PATHWAYS HAWAIIJuly 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 (IC), the man behind the initiative understands clearly the
importance of ICT competency. Department of Education Secretary Jesli Lapus,
who is tasked with preparing the countrys next generation of
globally competitive workers, said technology is no longer a luxury;
it is now a standard. And, he continued, digital literacy is a
vital component of the Philippine Department of Educations
literacy requirements.
$350
$300
$150
$118
$200
$137
$250
$156
$207
GDP in Billions of U.S. Dollars
$400
$100
$50
$0
Indonesia
Thailand
Malaysia
Singapore
Philippines
14,000
GDP - G7 & ASEAN
13,194.70
United
Kingdom
France
Italy
2,000
1,275.28
4,000
1,858.34
6,000
2,252.11
8,000
2,402.00
10,000
2,915.87
12,000
4,377.05
GDP in Billions of U.S. Dollars
Country
As information and knowledge are churned out through a variety

of electronic media, the task of knowing them well enough is proving
to be greater with each passing day, Secretary Lapus said. Obviously,
those with unlimited access to information and the inclination
toward acquiring new knowledge will flourish in this era of the
Internet. But the rest of usthe greater majority of
Filipinoswho dont have the time, money or mental
capacity to acquire this infinite amount of knowledge,
are at a disadvantage in this information age. Our failure
to see these realities will make us unable to compete in
the high-tech global economy.
1,100.00
$364
GDP - ASEAN
0
United
States
Japan
Germany
Country
Canada
ASEAN
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).

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Compared to the worlds seven major advanced economies, the emerging and
developing ASEAN nations, which share a combined GDP of almost US$1.1
billion, clearly have room to grow.i
To ensure his countrys international competitiveness, Secretary Lapus has
mandated Philippine public school teachers participatICT training and certification
programs, an integral part of the departments overall education agenda. We
must equip both our teachers and our students with 21st century skills that can
empower all Filipinos to become competitive in this digital age, he said.
In 2007, 300 technical and vocational public school teachers were trained and
certified with IC. Because of the favorable results of this pilot program, IC
became a qualification for grant eligibility under the countrys 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 IC credentials to public school
teachers. To date, more than one-fith of the Philippines more than 500,000
teachers have received digital literacy training by private-sector partners.
Secretary Lapus said teachers responses to these ICT initiativehave been very
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 IC, 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:
The Bureau of Elementary Education has partnered with Intel to implement
the Classmate PC program, which provides personal computers to all
elementary school students.
The Bureau of Secondary Education is working to create computer
laboratories in 100 percent of the countrys high schools.
The Bureau Alternative Learning System is digitizing its modules so mobile
teachers have easier access to instruction materials to better meet the
needs of learners outside the formal school system.
The technical-vocational curriculum has been strengthened with ICT to
give thousands of skilled workers the necessary skills to be considered
digitally literate.
Secretary Lapus said Philippine President Gloria Macapagal Arroyoroyal
understands the importance of digital literacyand it is included as a tool for the
acquisition of life skills in the countrys development plans. The Philippine
government recognizes that demand for technology-savvy workers has increased
and that this poses a challenge toeducational institutions, Secretary Lapus said.

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We recognize ICTs role officially in broadening access to basic education,

improving the quality of learning, improving the quality of teaching and improving
educational planning and management.
As he looks to the future, Secretary Lapus has considered carefully the
challenges that lie in the path todigital literacy. The challenge has more to do
withpeoples 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.
To combat these fears, Secretary Lapus hopes short-term reforms will
demonstrate to Filipinos that technology is here to stay, and, with it, the countrys
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,
he said. We cannot do away with technology. No one should be left behind in
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 (IC), the official Microsoft Office certification programs and the
Adobe Certified Associate certification program. For more information, visit
www.certiport.com.
Certiport and IC are either registered trademarks or trademarks of Certiport, Inc. in the United States and/or other countries. Intel is a trademark of Intel Corporation in the U.S.
and other countries. The names of actual companies and products mentioned herein may be the trademarks of their respective owners.
i International Monetary Fund World Economic Outlook Database, April 2008 Edition.

Core Certification
BRIAN LEONARD
College Requires
Students Earn IC to
Cope with Struggling
State Economy and
Prepare for 21st
Century Jobs
Southwestern Michigan College faculty and staff are also
required to earn IC digital literacy standard
PATHWAYS HAWAII July 2008
When Brian Leonard encountered Certiport Internet and Computing Core
Certification (IC), the worlds 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 todays global marketplace, its become imperative that individuals have a
foundation of computer literacy to be successful, said Leonard, dean of
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 industrys 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.
Ensuring students are certified and work-ready for 21st century jobs is good
news for a state with a struggling economy. Michigans unemployment rate has
increased from 7.4 to 8.5 in the last six months, and layoffs across all industries
have increased 84.8 percent in the past year. Michigan jobs in the natural
resources, mining, construction and manufacturing fields are down a total of 24.3
percent from this time last year; however, jobs available in professional and
business services, education and health services have slightly increasedi. Clearly,

Core Certification
preparing students for employment in new fields within the state and for
entrance in a more global workplace is becoming more and more important.
Leonard said many businesses in southwestern Michigan provide services in
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.
So now SMC uses IC in myriad ways to ensure its nearly 3,000 students and
300 faculty and staff develop critical computing skills and experience success.
Our training serves not only our students but also advances the professional
development of our faculty and staff.
In March 2007, Dr. Diane Chaddock, executive vice president and chief operating
officer, announced IC3 woube the standard used to define computer literacy as
a degree requirement at SMC. Later that year, Dr. David M. Mathews, college
president, gave a presentation about IC3 and recognized employees who were
certified. Mathews, who is IC certified, announced he expects all SMC full-time
faculty and staff to earn IC by 2009. So far, the college has administered more
than 1,500 IC3 exams to students, faculty and staff, and more than 200
individuals have certified.
SMCs emphasis on digital literacy skills has also motivated local high schools to
add IC to their curricula. Whether they earn IC at the college or before they
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,
Leonard said. Its financially advantageous for individuals enrolling at
Southwestern Michigan College to have the certification, because we accept it as
proof of digital literacy.
When SMC developed its digital literacy program, the IC exam objectives
aligned very naturally with its introductory computer technology course. Having
the opportunity in our introductory courses to complete an externally validated
certificate was a great advantage, Leonard said. What IC provides us is a
validation that our curriculum is aligned with industry standards not only on a
local level, but on a national and global level.
In addition, the colleges English as a Second Language (ESL) department
implemented IC to benefit its 45 program participants. They identified another
important component of ESL: exposure to as well as understanding of
technology, Leonard said. As such, when we instigated IC as a general
education and graduation requirement for students, we included it as a capstone
to the ESL program. And, because many of our ESL students are international,
they understand the value of a globally recognized certificate of this nature.

Core Certification
Leonard said students really start to realize the value of IC when they seek
employment. Their experiences with the interview and hiring process have
served as great examples of the value of certification. One student was told the
biggest difference between her and the other candidates applying for the job
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.
As his work with digital literacy continues, Leonard said his greatest experiences
have been seeing students faces when they emerge from the colleges testing
center having successfully earned IC. They have accomplished something, and
its non-disputable, he said.
ABOUT CERTIPORT
Internet and Computing Core Certification (IC), the official Microsoft Office
certification programs and the Adobe Certified Associate certification program.
For more information, visit www.certiport.com.
Certiport and IC are either registered trademarks or trademarks of Certiport, Inc. in the United States and/or other countries. The names of actual companies and products
mentioned herein may be the trademarks of their respective owners.
i U.S. Bureau of Labor Statistics, 20 June 2008.

Core Certification
Certification Standard
IC Validation Brief
2002-2003
IC Validation Brief
DOCUMENT PURPOSE
This Validation Summary document has been created to inform those reviewing or evaluating the Internet
& Computing Core Certification (IC) program of the processes and procedures used to develop and
validate the IC 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 IC 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 IC certification program. The full validation report, prepared by The Donath Group,
is available to qualified parties under a non-disclosure agreement.
IC Validation Brief
INTRODUCTION
Internet & Computing Core Certification Overview
The Internet & Computing Core Certification (IC) is a standards-based certification program for basic
computing and Internet literacy. IC 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, IC provides a reliable, universal measure of basic computing and Internet
skills.
IC consists of three different competency exams. Passing all three IC exams qualify an individual to
receive IC 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 performancebased 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 IC ensures a high degree of validity, reliability and impartiality for all
participants in the program.
IC Program Partners
The IC 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.
IC Validation Brief
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 driventhey must
adhere to the testing industrys 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.
IC Validation Brief
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 IC 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 IC went through to ensure the highest levels of
validation.
IC Validation Brief
IC VALIDATION
IC Validation Overview
From its conception, the mission of the IC program was to develop state-of-the-art exams that meet or
exceed industry validation standards. To this end, The Donath Group guided the IC program
development and ensured the IC programs 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)
IC Exam Validity
In commitment to its mission, the IC 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 IC exams were developed, created, and validated over a two year periodutilizing the expertise of
three leading testing, validation, and evaluation corporationsand drawing on the knowledge of over 270
subject matter experts in 19 countriesand, pilot tested in over 40 different locations worldwide, with
over 1,500 exams delivered. The IC 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 IC programs validation efforts is a true certification program that accurately and
reliably can be used to make solid inferences about an individuals knowledge, skills, and applicable job
performance based on the resulting exams scores. The IC 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 ValidityFulfilled by IC
The IC 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 IC 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 IC test objectives and test
items for item-objective congruence. The blueprint survey review of the content defined the
IC Validation Brief
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 IC
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 IC 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 IC test data.
Construct-related validation evidence is provided in points 1, 2, 3, 4, 5 and 6 under sub-section
IC 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 IC exam score distributions. IC exam scores were found to
highly correlate to a candidates 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 IC exam had strong
relationships with these predictor variables.
Criterion-related validation evidence is provided in points 6, 7 and 8 under sub-section IC
Validation Methodology.
IC Validation Methodology
The sections below summarize the steps taken in the development of the IC 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 IC
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
IC Validation Brief
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 IC certified individual
The JTA identified the knowledge, skills, and abilities required to be computer and
Internet literate by the IC standard
The JTA analysis served as the primary source of evidence supporting the content
validity of the exams making up the IC 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 filemanagement, 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 IC 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 IC exams
Sample Result: The original draft of the IC exam blueprints consisted of 14
Domains and 42 Objectives. The final version of the IC exams resulted in 10
Domains and 30 Objectives.
4. Survey Analysis
The IC 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 IC 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 IC exam that was used to create tests that met content validation
requirements based on SME input
IC Validation Brief
Sample Result: Based on survey results of the exam blueprint for the IC
Computing Fundamentals exam, the following weighting of domains was
used to develop a pilot exam that would meet content validation requirements:
Table 1: Computing FundamentalsDomain and Objective Weighting
Domain 1: Computer Hardware
1.1 Identify different types of computers, how computers
work (process information) and how individual computers fit
into larger systems
1.2 Identify the function of computer hardware components
and common problems associated with individual
components
1.3 Identify issues relating to computer performance and
how it is affected by different components of the computer
1.4 Identify the factors that go into a decision on how to
purchase a computer or select a computer for work or
school
43%
Domain 2: Computer Software

2.1 Identify how software works and how software and
hardware work together to perform computing tasks
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
22%
Domain 3: Using an Operating System

3.1 Be able to identify what an operating system is and how
it works
3.2 Be able to manipulate and control the Windows
desktop, files and disks
3.3 Be able to change system settings and install software
35%
Total
100%
12%
12%
10%
10%
10%
12%
10%
13%
12%
5. Item and Pilot Test Development

SMEs wrote high-quality test items that fulfilled the overall IC 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 IC exams were automated and created
Each IC pilot exam included 60 test items, with selection determined by content
validation requirements based on final blueprint survey analysis
IC Validation Brief
Sample Result: The Donath Groups psychometric and editorial analysis of
over 250 test items created to meet objectives in the IC 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 IC pilot.
6. Pilot Tryout & Analysis
All IC 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 IC exams are functioning differently for any
protected groups.
7. Final Exam Construction
Based on the results and analysis of the IC exams pilot tryout, test items were selected
for the final IC 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 IC 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 IC 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 IC exams
IC Validation Brief
Sample Result: From the original set of 60 questions for each pilot exam,
final IC exams were created that included 44-45 high-performing, highquality items that met content validity requirements based on the original
content study.
8. Standard Setting
IC 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 togetherthis analysis provided the mechanism to guide the
standard setting, or cut score
IC 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 ScoreCorrelation to Experience Level
10
IC Validation Brief
CONCLUSION
The Internet & Computing Core Certification (IC) 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 IC certified.
Computing Fundamentals: a measure of an examinees knowledge of computer hardware, software,

and basic operating system skills.
Key Applications: a measure of an examinees 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.
IC 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 IC 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 IC exams is recognized by other industry
organizations like the NSSB and CompTIA.
The final result of the IC programs validation efforts is a true certification program that accurately and
reliably measures an individuals knowledge, skills, and abilities to effectively live and work in our
increasingly digital world.
11
IC Validation Brief
CONTACT INFORMATION
For more information about the Internet &Computing Core CertificationICplease visit
Certiports IC web page, or contact Certiport via email, post, or telephone.
Web Page:
www.certiport.com/ic3
Email:
ic3@certiport.com
Phone:
888.999.9830
Address:
Certiport
Attn: IC Program
1276 South 820 East, Suite 200
American Fork, UT 84003
12
Measuring Information and

Communication Technology Literacy with IC3
Jon Haber, First Advantage and Scott Stoddart, Certiport, Inc.
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 peoples 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 individuals 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 Councils 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.
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 peoples 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,2
and Digital Literacy,3 a term first popularized by Paul Gilsters 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 todays 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.
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.
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:
http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Literacy/ictreport.pdf
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
7
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.
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
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
16
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 Microsofts 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 Kellys 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/
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
21
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, truefalse, 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
Surveys
Linear Assessments
Performance-Based
Assessments
Strengths
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
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
Highly reliable and
accurate way to measure
specific skills (such as the
ability to use specific
software products and
features)
Weaknesses
Self-report surveys
provide no way of
confirming specific
abilities
Surveys must be carefully
constructed to ensure selfreport information elicits
honest and consistent
responses
Linear test items are best
used to measure
knowledge, rather than
skill
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 textbased testing
6
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
Performance-based
assessments are best used
to measure specific skills,
rather than complex
processes such as
collaboration or creativity
As a process requiring
manual scoring, hands-onassessments 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
7
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):
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
26
Presentation software was added to this exam in a 2005 update to the standard.
http://www.donath.com/main.html
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)
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:
IMPORTANCE
1 = Not important
2 = Of little importance
3 = Of modest importance
4 = Very important
5 = Critically important
FREQUENCY
1 = 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/
10
189
2.3 - Identify the

appropriate use of email and e-mail related
"netiquette"
3.1 - Identify different

types of information
sources on the Internet
3.2 - Be able to use a
Web browsing
application
4.15
4.31
189
Mean
4.19
4.55
4.50
Mean
3.40
3.63
Mean
189
Valid N
189
2.2 - Identify how to use

an electronic mail
application
Domain Total
189
2.1 - Identify how

electronic mail works
Valid N
189
1.2 - Identify the

relationship between
computer networks,
other communications
networks (like the
telephone network) and
the Internet
Domain Total
189
Valid N
1.1 - Identify network

fundamentals and the
benefits and risks of
network computing
Objective
0.67
0.68
Std.Dev.
0.76
0.56
0.65
Std.Dev.
0.87
0.99
Std.Dev.
Importance
4.19
4.03
Mean
3.94
4.49
4.43
Mean
2.98
3.16
Mean
0.83
0.81
Std.Dev.
0.91
0.63
0.77
Std.Dev.
0.96
1.09
Std.Dev.
Frequency
Living Online
8.50
8.17
26.10
8.13
9.04
8.94
13.17
6.38
6.79
Importance
+ Frequency
9.85%
9.47%
30.24%
9.42%
10.47%
10.35%
15.26%
7.39%
7.87%
Percentage
18
60 Item
Beta
11
19
45 Item
Exam
100.00%
86.31
1.04
9.21%
Exam Total
3.58
7.95
7.45%
28.98%
25.01
6.43
9.66%
8.34
25.52%
0.80
1.02
0.98
Std.Dev.
0.87
Std.Dev.
22.03
4.06
189
3.76
3.07
Mean
4.06
Mean
Percentage
8.86%
4.20
189
0.76
0.86
Std.Dev.
0.74
Std.Dev.
Importance
+ Frequency
7.65
3.35
Mean
Valid N
189
4.28
Mean
189
Valid N
Frequency
4.2 - Identify the risks of

using computer
hardware and software
4.3 - Identify how to use
computers and the
Internet safely, legally,
ethically and
responsibly
Domain Total
4.1 - Identify how

computers are used in
different areas of work,
school and home
3.3 - Be able to search

the Internet for
information
Domain Total
Objective
Importance
Living Online
60
15
12
45
18
45 Item
Exam
60 Item
Beta
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 (Certiports 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.
13
Living Online Exam Beta Test Analysis
14
Living Online Exam Final Test Analysis
LivingOnlineExamReliabilityAnalysis
Study
IC3LivingOnlineExam(2003Standard)KR20(from
originalvalidationstudy)
IC3LivingOnlineExam(2005Standard)KR20(from
originalvalidationstudy)
IC3LivingOnlineExam(2005Standard)KR20(analysis
ofliveexamdata)
IC3LivingOnlineExam(2005Standard)testretest
reliability(analysisofliveexamdata)
*MaybeinfluencedbyPracticeEffect
Value
.88(n=260)
.93(n=402)
.90(n=3943)
.82*(n=136)
15
Deployment
Once the exams were finalized, the final tests were integrated into the Certiport iQsystem for test
delivery within the organizations test-center network (the same network used to deploy the
companys 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 productrelated 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).
16
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
computers 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.
Microsofts 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/
17
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.
18
Living Online Exam Item Analysis
QNID
Q002
Q005
Q007
Q008
Q010
Q017
Q110
Q121
Q122
Q135
Q141
Q151
Q153
Q154
Q159
Q171
Q188
Q256
Q258
Q260
Q265
Q266
Q407
Q410
Q413
Q415
Q419
Q421
Q429
Q431
Q433
Q436
Q437
Q441
Q445
Q456
Q458
Q461
Q463
Q466
Q470
Q471
Q477
Q480
Q481
Total
Average
OriginalPilotAnalysis2005
PValue
Stdev
RValue
0.7338 0.4425
0.5610
0.7394 0.4396
0.6098
0.8194 0.3847
0.3713
0.8590 0.3484
0.6009
0.7158 0.4511
0.2590
0.7676 0.4224
0.2806
0.7355 0.4411
0.3022
0.7744 0.4181
0.4014
0.6157 0.4865
0.3103
0.8108 0.3917
0.2581
0.8713 0.3350
0.3803
0.6164 0.4864
0.3586
0.9612 0.1932
0.3239
0.9440 0.2300
0.3448
0.7264 0.4459
0.3924
0.8400 0.3666
0.2332
0.8337 0.3724
0.3810
0.9446 0.2287
0.3504
0.5669 0.4956
0.1657
0.7626 0.4260
0.4483
0.5079 0.5000
0.2970
0.8584 0.3487
0.2372
0.7960 0.4035
0.3368
0.8831 0.3217
0.2291
0.6095 0.4885
0.3343
0.5174 0.5003
0.5603
0.5274 0.4999
0.4673
0.7910 0.4071
0.4800
0.9303 0.2549
0.3706
0.9005 0.2997
0.4070
0.7139 0.4525
0.2697
0.8404 0.3667
0.5152
0.6741 0.4693
0.4502
0.8060 0.3959
0.5496
0.6915 0.4624
0.5359
0.6940 0.4614
0.3978
0.6995 0.4591
0.5728
0.7985 0.4016
0.4853
0.7139 0.4525
0.4542
0.8085 0.3940
0.3006
0.8484 0.3591
0.5621
0.7662 0.4238
0.4826
0.8731 0.3332
0.5146
0.8059 0.3961
0.4033
0.7065 0.4559
0.3454
34.4005
.7652
2008LiveExamAnalysis
PValue
Stdev
RValue
0.7456 0.4356
0.4713
0.8303 0.3754
0.5319
0.7624 0.4257
0.4813
0.9143 0.2800
0.5555
0.6959 0.4601
0.3179
0.7596 0.4274
0.3876
0.7045 0.4563
0.4156
0.699 0.4588
0.4551
0.634 0.4818
0.4035
0.7537 0.4309
0.2869
0.8311 0.3747
0.4176
0.4887 0.4999
0.4021
0.95 0.2179
0.3044
0.8603 0.3468
0.5229
0.6538 0.4758
0.3966
0.8831 0.3214
0.3547
0.8339 0.3722
0.4754
0.9006 0.2993
0.4837
0.4707 0.4992
0.2257
0.8352 0.3711
0.4304
0.4725 0.4993
0.3084
0.8598 0.3476
0.2819
0.7918 0.4061
0.3576
0.8737 0.3322
0.2894
0.594 0.4912
0.2590
0.5640
0.7378 0.4399
0.613 0.4871
0.3514
0.8365 0.3699
0.3614
0.931 0.2535
0.3615
0.8909 0.3117
0.4593
0.7474 0.4346
0.2508
0.8988 0.3016
0.5234
0.6434 0.4791
0.3296
0.8554 0.3517
0.5689
0.7324 0.4427
0.3452
0.753 0.4313
0.3699
0.7796 0.4146
0.5271
0.844 0.3629
0.4732
0.775 0.4176
0.4593
0.8313 0.3745
0.3331
0.8978 0.3030
0.5238
0.7816 0.4132
0.4744
0.9232 0.2664
0.5246
0.8466 0.3605
0.3972
0.7119 0.4529
0.2445
34.8291
.7746
19
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 examdevelopment 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)
20
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.
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.
21
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 68 (ages 1114):
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 (16) 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
National Educational Technology Standards for Students
2007 ISTE. All Rights Reserved.
Excerpted from NETS for Students Booklet
22
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)
Identify types of microcomputers, including:

Personal Computers (PCs)
Macintosh computers
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)
IC-1
1.1.1
IC-1
1.1.2
IC-1
1.1.3
6. Explain the purpose of Read Only Memory (ROM).

7. Explain the purpose of storage such as floppy or hard disks, and optical
media such as CD ROMs.
5. Explain the purpose of Random Access Memory (RAM).
4. Explain where the central processing unit is located in a computer.
3. Show an example/illustration of the central processing unit.
2. Provide one or more examples of what the microprocessor does.
2. Explain that mechanical devices such as automobile engines and industrial

equipment contain microprocessors and other computing devices that allow
them to process information in order to work more effectively or efficiently.
23
1. Explain that electronic devices (such as calculators and cell phones) contain
a microprocessor and other computing devices designed for specific purposes,
such as calculation and communication.
2. Show examples and illustrations of different types of microcomputers (PC

and Macintosh).
1. Explain the different types of microcomputers (PC and Macintosh) in

widespread use today.
2. Show examples and illustrations of different types of computers.
1. Explain the evolution of computers from large centralized systems

(mainframes) to smaller centralized systems (minicomputers) to
microcomputers.
Appendix C - IC3 Curriculum Sample
Scott Stoddart
National Director, Workforce Initiatives
Certiport
Tel: 888-999-9830 ext 184
Mobile: 801-554-3178
Fax: 801-492-4118
E-Mail: sstoddart@certiport.com
Web: www.certiport.com
Jon Haber
Senior Vice President
First Advantage Assessment Solutions
Tel: 781-221-4160
Fax: 781-229-8108
Mobile: 617-818-2262
E-Mail: jon.haber@fadv.com
Web: www.fadvassessments.com
Contact Information:
24
The Internet and Computing Core

Certification (IC)
White Paper Addendum
September, 2003
IC3 White Paper Addendum
Executive
Summary
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 IC 3 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 guidelines
endorsed 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.
Research
Process 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

Paper. A major outcome of this research was IC3's
concentration 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).
Research
Process for the
Original IC3
Standard
(continued)
Standard
Update
Research
IC3 Advisory
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
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-skills
and 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 IC 3 standard,
including the updated IC 3 exam blueprints. SME input is
discussed on page 6.
The IC3 Advisory Board was created to provide input into the update
3

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. Barrett
Project Co-Director
The International Society for
Technology in Education (ISTE)
Mary Bennett
Assistant Director, Vocational
Assessment
OCR Examinations, UK
Dr. Jeanann S. Boyce

Professor/Chair
Information Science
Montgomery College
Mr. William Crumm

Assistant VP Operations for ACT
Centers
ACT
Jonathan P. Dalton
Sector Strategy Manager
The Learning and Skills Council
National Office, United Kingdom
John F. Ebersole
Associate Provost & Dean,
Extended Education
Boston University
Ms. Astrid Flowers

IT User Skills Project Manager
e-skills UK, UK
Dr. Michelle Funderburg

Director of Employee Selection
Systems
Manpower, Inc.
Ms. Lim Choon Heong

General Manager
National Infocomm Competency
Centre, Singapore
Neill Hopkins
Vice President of Workforce
Development
CompTIA
Mr. Hiroshi Kawai

Tokyo Metropolitan Commercial
High School
Tokyo, Japan
Ms. Barbara Kelly

Director of Awards and
Standards
Further Education & Training
Awards Council (FETAC)
Ireland
Mr. Russell Klein

Business Education Specialist
Utah State Office of Education
Dr. Peter Saflund

Associate Director
Northwest Center for Computers
in Education (NWCET)
Cosmas Yatzoglou
Greece
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 IC 3 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
Existing
Standards
In preparing the original IC3 curriculum/examination blueprints and

the 2003 update to these documents, the IC 3 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 standards
for 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,
5

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 IC 3 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.

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 IC 3 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.
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 IC 3
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-skills
standard 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

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 both
subjective 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.
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 IC 3 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 IC 3 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 IC 3 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 IC 3 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, IC 3 will
continue to be a major contributor to international success of ICT
literacy programs around the world.
10
The Internet and Computing Core

Certification (IC)
Building a Dynamic Standard
August 23, 2001
The Internet and Computing Core Certification - White Paper
Executive
Summary
The purpose of this white paper is to define the intellectual

framework for a broad-based certification program in Internet and
computing literacy. This new certification will be based on the
following principles:
The certification will be built on a framework of current

thinking 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 the
Association 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 (IC), 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 technical
careers, but also in any field or job position requiring the use of
computers.
Updating the
Concept of
Computer
Literacy
The term computer literacy, defined as the ability to use computer

hardware 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.

Updating the
Concept of
Computer
Literacy
(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 academic

specialties, or in some cases starts to be taken for granted, the
place to locate education and training on Computing Fundamentals
and Internet skills becomes less obvious.
Universities, in a mission comparable to providing a core-writing
curriculum, have taken on the task of providing basic computer
training 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. Within
most 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 nonacademic 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. Without
an established set of standards, this loose structure provides little
room for a consensus to emerge as to what constitutes basic computer
literacy.

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 may
actually 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 remain
no accepted standards upon which educators can base training
courses 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 credential
they can place on their resume that clearly establishes their
competency with critical computing skills.
The Need for

Standards
(continued)
An independent standard avoids the confusion of having

multiple standards on a state-by-state or even school-byschool 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.

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 computing
and 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 much
broader 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.
Program
Components
This standard will include the following components:
Principles and
Goals
Principle/Goal
The certification
will be built on a
framework of
current thinking
and best practices
in technology
education and
training.
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.
The Internet and Computing Core Certification exam will be

developed on the basis of the guiding principles and goals outlined
below.
Explanation
Over the last decade, new subject areas such as Information
Literacy, Digital Literacy, Fluency in Information Technology,
Media and Visual Literacy have been added to the definition of
computer literacy education. While the Internet and Computing
Core 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.

Principle/Goal
The certification
will adhere to
accepted principles
for test
development and
validation used in
the certification
industry.
Explanation
The Internet and Computing Core Certification exam will be
created under the supervision of a professional psychometricians
and 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 exam
development.
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 new
technology and stay
relevant to the
latest technological
trends.
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 schedules
for ongoing research and regularly scheduled test updates
comparable to the update schedule of such popular certification
programs as A+ and MCP.

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 While the Internet and Computing Core Certification standard is not
so broad as to include all of the domains of the educational trends
IC Standard
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 the
Internet 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/Testing Description
Approach
Computer literacy is the mastery of knowledge, skills and abilities
Computer
relating to the use of computer technology, including computer
Literacy
hardware, 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.
Information
Literacy
Information Literacy is a cross-disciplinary field encompassing

education 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 information
is 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 information
itself, its technical infrastructure and its social, cultural and even
philosophical context and impact."2
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.

Learning/Testing
Approach
Information
Literacy
(continued)
Digital Literacy
Description
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 Computing
Certification standard, key elements of Information Literacy will be
taken into account including:
An information-centric approach in which human skills (such

as reading, writing and critical thinking) and non-human
tools (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 information
effectively.
A holistic approach to information that overcomes barriers

between traditional academic and non-academic departments
and 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.
This term is taken from Paul Gilster's 1997 book of the same name,3
a 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 important
contribution 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 Certification
standard 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 information
sources and how to make the best use of search engines and other
resources for locating information.
Gilster, Paul. 1997. Digital Literacy. John Wiley & Sons, New York.

Learning/Testing
Approach
Fluency in
Information
Technology
(FIT)
Description
The 1999 book Being Fluent with Information Technology,4 is a
joint project of the Committee on Information Technology Literacy
of 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., "computer

literacy" 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
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.
10

Approach
information by teaching critical thinking skills in approaching
Media Literacy
different media.
(continued)
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 considerable
intellectual breadth as new media continue to exert a substantial
impact 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 students
analyze 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 critical
thinking skills.
Digital Divide
This popular term describes the gap between the technological

"haves" and "have-nots," especially as it applies to differences
between 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 computer
hardware, 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
Tyner, Kathleen. 1998. Literacy in a Digital World. Lawrence Erlbaum Associates, New Jersey.
Beyond Access: Understanding the Digital Divide. Keynote Address by Andy Carvin, NYU Third Act
Conference, May 19, 2000. (www.benton.org/Divide/thirdact/speechold.html).
11

Approach
the hands of educators, much still needs to be done to raise the
Digital Divide
standard in computer and Internet skills education, and to bring this
(continued)
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 Certified
Professional (MCP) programs. Training for these and other widely
accepted certifications, which was once offered primarily by forprofit 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's
acceptance of certification standards. In bringing the professional
methodologies 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.
12

Approach
The knowledge, skills and abilities required by a proficient computer
Performanceuser can be assessed through different mechanisms. Testing of
Based Testing
knowledge can be achieved through traditional linear test items
(including multiple-choice and matching items), while testing of
skills (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 realistic
simulation of the software environment.
Performance-based testing, as used in numerous assessment
programs 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-based
testing 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.
13

The Internet and Computing Core Certification Exams
Exam Structure
The Internet and Computing Core Certification program will be

structured around three individual examinations:
IC - Computing Fundamentals
IC - Key Applications
IC - Living Online
A candidate will earn an IC certificate when he or she has completed

all three examinations successfully.
Passing the IC certification demonstrates the candidate's
understanding of computer hardware, software and operating
systems. It also demonstrates a readiness to use two computer
applications (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). IC 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 Computing
Core Certification examination blueprints.
Computing
Fundamentals
Examination
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 items
whenever appropriate.
A full description of the domains and objectives for this examination
appears in the Internet and Computing Core Certification
Computing Fundamentals blueprint.
14
Key
Applications
Examination
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 IC certification, the program is assuming
that 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 fundamental
application areas.
Because of the IC certification's focus on understanding computing
subjects in the context of principles such as Information and Digital
Literacy, the Key Applications exam will include questions on
concepts related to the user of a word processor and spreadsheet,
rather than just a test on product features. For example, an exam
domain on spreadsheets will include questions on interpreting tables
and graphs generated by an electronic spreadsheet. Thus, knowledge
of product features alone may not be enough to successfully pass an
IC certification in this area.
The Key Applications exam will include questions on the common
functionality between the two applications. In the case of the initial
release of the IC 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 Applications
blueprint.
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
15

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.
Content
Research
Methodology
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.
16
State Initiative: Arizona
State Initiative: Alaska
National Research
Council
17
With support from the National Science Foundation and NASA, the International
Technology Education Association (ITEA) developed guidelines describing what it
means to be technologically literate with descriptions of content and guidelines for
building technology training into K-12 educational curricula. Their findings were
compiled in the 1999 volume Technology for All Americans: A Rationale and
Structure for the Study of Technology. Phase III of the project, scheduled for 20002003, involves creating professional development standards for technological literacy
in schools.
This project of ISTE, the International Society for Technology in Education,
encourages educational leaders to provide learning opportunities that produce
technology-capable students. The goal of the project is to enable stakeholders in K-12
education to develop national standards for educational uses of technology.
Since 1916, the National Academy of Sciences and its principle operating agency, the
National Research Council, exists to further knowledge and advise the federal
government on scientific and technical issues. NRC commissions publish numerous
projects and studies, including the 1999 publication Being Fluent with Information
Technology. This work proposes a "FITness" model for someone "fluent" in
information technology. These guidelines include foundational knowledge of
information technology and an understanding of current technology.
Content Standards for Alaska Students Technology is a listing of objectives students
should be able to achieve using technology, including the use of technology-based
tools and the development of information-management and problem-solving skills.
The Arizona Department of Education publishes information on Arizona's Academic
Standards and Accountability project, including Technology Education Standards for
grades K-12. (Arizona has comprehensive technology standards for kindergarten,
grades 1-3, 4-8 and 9-12.)
Technology for All

Americans Project
(TfAAP)
National Educational
Technology Standards
for Students
Description
Program
http://www.educ.state.a
k.us/ContentStandards/
Technology.html
http://www.ade.state.az
.us/standards/technolog
y
http://www.nas.edu/nrc
http://cnets.iste.org
For More
Information
http://www.sasked.gov.
sk.ca/k/p_e/eval/tl_over
view/rubric.html
Description
18
State Initiative: Colorado The Educational Telecommunications Unit of the Colorado Department of Education
published Competency Guidelines for Classroom Teachers and School Library Media
Specialists in January 1999. While focused on technical competencies required by
educators and library staff, these guidelines provide details of the essential skills
needed in specific areas such as word processing, spreadsheets, databases, networking,
and the Internet.
State Initiative:
Massachusetts has detailed technology competency standards along with useful
Massachusetts
examples for grades pre K -4, 5-8, 9-10 and 11-12. The Information Literacy Project,
an initiative of the University of Massachusetts library system, has produced
Information Literacy Competencies for K-12 education. These competencies are built
on the concept of "Information Literacy" as developed within the library sciences.
State Initiative:
The Michigan Department of Education's Overview of Technology Content Standards
Michigan
describes content standards and benchmarks for early elementary, later elementary,
middle school and high-school students. These standards and benchmarks are built on
real-world models of producers and consumers of technology and information (family
member, consumer, citizen, worker, and life-long learner).
State Initiative: North
North Carolina's State Board of Education's K-12 Computer Technology Skills
Carolina
Standard Course of Study integrates technology initiatives into multiple courses of
study (English, Foreign Languages, Mathematics, Sciences, etc.) and provides
curriculum guidelines and a matrix for Computer/Technology Skills for grades 1-8 and
high school.
State Initiative: Ohio
Ohio's Information Technology Competency Profile represents one of the most
advanced approaches to integrating computer technology and information literacy
subjects into all aspects of a school's curriculum. Their Profile includes specific
descriptions of different curriculum areas (Writing, Oral Communications, Scientific
Inquiry, etc.) and the technical and non-technical competencies that are required to
succeed in each area.
Program
http://itworksohio.org/ITCMP.html
and
http//www.ohioschooln
et.k12.oh.us
http:/www.depi.state.nc
.us.curriculum/compute
r.skills/index.html
http:/cdp.mde.state.mi.
us/MCF/ContentStanda
rds/Technology/default.
html
http://www.doe.mass.e
du/frameworks
For More
Information
www.cde.state.co.us
University Initiative:
Illinois Association of
College and Research
Libraries
University of Texas at
Austin
State Initiative: West

Virginia
19
The Information Literacy Challenge: Addressing the Changing Needs of Our Students
through Our Programs (1996) provides guidelines for educators and librarians
involved with integrating information literacy concepts into different areas of
education.
The Utah State Board of Education has published Elementary and Secondary Core
Curriculum Standards for Educational Technology, levels K-12. These guidelines
describe specific competencies students should have at each grade level including
knowledge and skills in basic operations and concepts of technology; social, ethical
and human issues, technology productivity tools, technology communications tools,
technology research tools, and technology problem-solving and decision-making tools.
Wisconsin provides detailed information technology standards for students to meet by
the end of grades 4, 8 and 12. In addition, the Wisconsin Association of Academic
Librarians has adopted standards for Information Literacy Competencies and Criteria
for Academic Libraries in Wisconsin, specifying knowledge, skills and abilities
required for Information Literacy.
In 1990-1991, the state of West Virginia approved a comprehensive Basic
Skills/Computer Education (BS/CE) program that began by providing computer
hardware and educational software in kindergarten classes, moving the program up
through the grades over the next decade. The 1999 paper West Virginia Story:
Achievement Gains from a Statewide Comprehensive Instructional Technology
Program (written in conjunction with the Milken Exchange on Education Technology)
outlines the program and the results of state-wide testing of achievement in technology
education.
The Information Literacy Standards Implementation Taskforce of the Illinois ACRL
Standards Committee has proposed a set of standards for Information Literacy and its
applications to higher education.
State Initiative: Utah
State Initiative:
Wisconsin
Description
Program
http://staff.lib.utexas.ed
u/~beth/IRSQ/skills.ht
ml
http://www.ala.org.acrl.
ilcomstan.html
ERIC Accession
Number: ED429575
http://facstaff.uww.edu/
WAAL/infolit/ilcc.html
and
http://www.dpi.state.wi
.us/dpi/standards
Not available online.
For More
Information
http://www.usoe.k12.ut
.us/curr/EdTech./newco
re.html
20
As part of Williams College's Curricular Innovation strategic plan, the 2000 document
Competencies and Requirements for Technological Competence and Digital Literacy
describes tool-based skills and critical-thinking skills required to be considered
digitally literate.
The Health Services Department of the University of Washington has published
Desktop Competencies and Internet Competencies required for Digital Literacy
education.
Williams College
University of
Washington
Description
Program
www.//depts.washingto
n.edu/hserv/teaching/di
glit/diglit.htm
For More
Information
http://www.williams.ed
u/go/strategicplanning/
archive/2-08.html
Influence of
Educational
Methodologies
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 Certification
standard 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 email 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-world
situations 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 (especially

information available on the Internet) will include questions
on how to critically evaluate the source of that information or
21

Influence of
Educational
Methodologies
(continued)
how to discriminate among different sources found through

online searches. Information objectives will also be placed in
context, 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 performancebased 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 of
people 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-matter
experts 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.
Testing
Technology
As noted on page 13, the Internet and Computing Core Certification

will make maximum use of advanced test item types including
performance-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

Testing
Technology
(continued)
testing areas other than skills (such as knowledge or reasoning

ability), traditional test items (multiple-choice, true-false, matching,
etc.) are often the best type of item to test such objectives.
Test
Development
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 item
types (including linear and performance-based items), every effort
will be made to create high-quality, fair, accurate and discriminating
items 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 Press
http://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 Media
Specialists. (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 Computer
Publishing.
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 Comprensive
Instructional Technology Program. (1999) Milken Exchange on Educational
Technology. ERIC Accession Number: ED429575
25

Core Certification
Competitive
Advantage

Core Certification
GLoBaL reCoGnItIon anD suPPort

Certiports 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.
In support of that belief, we have joined forces with a diverse and global network
of leading industry organizations representing academic, government and corporate
interests to develop, deliver and validate Certiport certification programs.
the iC 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)iC has earned an aCe
credit recommendation for college education in general education or
computing literacy. From this students can seek credit from more than
1,800 accredited, degree-granting colleges, universities, and other educationrelated organizations that are members of aCe.
aCtiC 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 computerbased certification and skill assessment services at each companys 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 iC as the foundational certification for all
iCt industry certifications. Comptia is an industry association representing
over 15,000 computing and communications companies that establishes
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 iStes widely adopted national educational technology Standards
(netS). iC is the first certification and assessment program on the market
InternetOverview
and Computing
Core Certification
to meet alignment requirements outlined by netS for both teachers and

students. ISTE concluded its review of the IC program on June 12, 2003
and has determined that it clearly supports implementation of the iSte
netS for Students and teachers.
ManpowerIC offered through Manpower Inc.s Workforce
development initiativetechreach. 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
implement IC certification in our projects.
national Workforce Center for emerging technologies
(nWCet)
new Zealand Qualifications authority (nZQa)
oxford, Cambridge and royal society of arts exam board
(oCr)The OCR CLAIT Suite (Computer Literacy And Information
Technology) covers a wide range of IT User specialist units at Levels 1, 2,
and 3 of the National Qualifications Framework (NQF) and is accredited by
the Qualifications and Curriculum Authority (QCA). The OCR CLAIT Suite
provides a route through which schools, colleges, and universities in the UK
can access LSC funding for IC units.
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.

Core Certification
ICECDL/ICDL Program Comparison

(Worldwide Comparison Excluding U.S.A.)
IC
Standardized Exams
Set of Multiple Exams
Uniform, Centralized Scoring
Authenticated, Digital Transcripts
IT Career Roadmap
Third Party Psychometric Validation
Global Candidate Database
Vendor-independent
Professional Exam Development
Global Computer Society Recognition
Global, Portable Credential
Candidate Verification
Localized Exams
ECDL/ICDL
This document provides a comparison overview for those individuals or

organizations wanting to compare the IC certification program with the
ECDL/ICDL training program. This comparison consists of the following
sections:
Program Basics
Exam Content
Exam Creation
Exam Delivery
Candidate Services
Internet
Sample
and
Questions
Computing
Core Certification
Program Basics
Name
IC
ICDL

Core Certification
European Computer
Driving Licence, branded
International Computer
Driving Licence outside
Europe
Overview
IC 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.
ICDL is a structured
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

Core Certification
Exam Content
IC
I/ECDL
Number of
Exams
Set of three exams
Set of seven tests
Exam Topics
1. Computing
Fundamentals
4. Basic Concepts of IT
2. Key Applications
5. Using the Computer

and Managing Files
3. Living Online
6. Word Processing
7. Spreadsheets
8. Databases
9. Presentations
10. Information and
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
approved by the ECDL
Foundation
Exam
Objectives
Standard exam
objectives used
worldwideupdated
on a regular basis. Last
updated 8/08.
Standard syllabus used

worldwideupdated
periodically.
Localized
IC is currently available
in more than 120
countries.
ICDL is currently
available in more than
130 countries.
Versions

Core Certification
IC
I/ECDL
Additional
Certifications
IC can be a starting
point for additional
certifications, such as
MOS, MCP, A+, i-Net+,
Adobe Certified
Associate, Microsoft
Certified Application
Specialist, etc.
ICDL does not

promote additional
computer non-ICDL
certification programs.
Industry
Support
Computing Technology
Industry Association
CompTIA.
Member organizations
of Council of European
Professional Informatics
SocietiesCEPIS
Oxford and
CambridgeOCR
International Society
for Technology
EducationISTE
International Society
for Technology
EducationISTE
American Council on
EducationACE
Scottish Qualification
AuthoritySQA
Customized
Modules
Additional modules may

be made available based
on market need.
The ICDL syllabus does

not allow customized
module additions, but
tests may differ based
on location, country,
courseware provider, or
testing vendor.

Core Certification
Exam Creation
Research
IC
I/ECDL
Based on work force,

academic, and
ICDL Foundation and

their panel of SMEs.
government initiatives,
existing literacy
programs, Digital
Divide Research.
Objective
Development
270 Subject Matter

Experts in over 19
countries collaborated
to determine requisite
exam objectives.
ICDL Syllabus was

established by the ICDL
Foundations panel of
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
ICDL syllabus using
various test
development methods.
Exam
Integrity
Exams created using the

set objectives, by distinct
entities other than the
training vendors.
Various assessment and

training companies write
tests based on ICDL
syllabus. Electronic tests
are approved by ICDL
Foundation staff.
Objectives
Updates
Annual reviews with

Subject Matter Experts
from Technology
Associations, Academic
Institutions, Courseware
Vendors, and
Corporations.
Syllabus updated
periodically by ICDL
Foundation. Three year
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
ICDL Foundation staff.

Core Certification
Exam Delivery
IC
I/ECDL
Exam
Administration
Exams are
administered via
computer for
performance-based
and knowledge-based
exam questions.
Variable technology
based on multiplicity of
vendors. Paper and
computer-based
testing dependent on
testing vendor.
Availability/
Coverage
IC is available to
Certiports 12,000
iQcenters in 120
countries worldwide.
Available in over 130

countries.
Scoring
Exam scores are
Pass records 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.
manually stamped by
the test proctor on the
candidates 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.
Various reporting
capabilities are
available.
Score results are not

recorded in a global
database. Pass
records are manually
stamped by the test
proctor on the
candidates skills card.
Environment
Proctored testing
environment.
Proctored testing
environment.

Core Certification
IC
I/ECDL
Location
Transferability
Each IC exam can be

taken in different
locations and the
candidate results will
be recognized as
successful completion.
All seven ICDL tests

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.

Core Certification
Candidate Services
IC
I/ECDL
Certification
IC Certificate delivered
worldwide upon
successful completion
of all three exams.
Certificate can also
be viewed online in
multiple languages.
ICDL skills card or

logbook is manually
stamped upon successful
completion of each
module. A Driving
License is available upon
successful completion of
all modules.
Candidate
Verification
Employers can
electronically verify
candidate certifications
through Certiports
Verification of candidate
completion is not
currently available.
global database at www.

verify.certiport.com
Customer
Support
Available through global

and local customer
service networks.
Varies depending on
each training vendor.
Candidate
Digital transcripts are

available to all candidates
upon taking an IC exam.
This transcript can be
emailed to existing or
potential employers.
Digital transcripts are

not available.
Transcripts

Core Certification
Selection of Top IC3 Customers Worldwide

University of Calgary (Canada)
Sichuan University (China)
College of Engineering & Technology, Shanxi Agricultural University (China)
TOKO University (China)
Central Taiwan University of Science Technology (China)
Cheng Shiu University (China)
Chien Kuo Technology University (China)
Ching Yun University (China)
Nan Jeon Institute of Technology (China)
Southern Taiwan University (China)
Nan KaiInstitute of Technology (China)
Chihlee Institute of Technology (China)
Ching Kuo Institute of Management (China)
Colegio Boston de Negocios S.A. (Costa Rica)
Colegio Particular Experimental Politcnico (Ecuador)
Institut 2F GmbH
OTE Academy (Greece)
ETC (Guatemala)
Colaiste Choilm (Ireland)
ALFABYTE S.r.l. (Italy)
Odyssey Testing Center (Japan)
Fujitsu My Seminar Shinjuku (Japan)
New Horizons Training Center (Japan)
Fujitsu Open College (Japan)
College of Information Technology Osaka (Japan)
Hachioji Soushi High School (Japan)
Belbic Inage Testing Center (Japan)
PC Touch Juku Tottori (Japan)
Kinki Techno Gakuin Umeda (Japan)
Hashemite University (Japan)
Centro Educativo Grupo CEDVA Campus Ecatepec (Mexico)
Inter American University (Puerto Rico)
New Horizons Riyadh Men Center (Saudi Arabia)
Northumbria University (United Kingdom)
Royal Bank of Scotland (United Kingdom)
Johnson & Johnson (United States)
Clemson University (United States)
Northwestern State University Department of Mathematics (United States)
Oregon Health & Science University (United States)
Southwest Missouri State University Computer Institute (United States)
State of North Carolina, Office of State Personnel (United States)
State University of New York (United States)
Tulane University - Freeman School of Business (United States)

Core Certification
University of Mary Washington-College of Graduate and Professional Studies

(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)

Core Certification
Positioning Obj ective

Prepare Certiport employees with key messages and factors to understand for
proper positioning against ICDL.
Ov erall Posi ti on
Years ago the European Computer Driving License (ECDL) Foundation saw a
need for basic computer skills training in Europe and took advantage of it
because nothing else existed at the time. However, as ECDL did not establish a
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 industrythe Internet and Computing Core Certification
(IC). As such, IC offers numerous benefits over ECDL to help academic
institutions, commercial organizations, and government and workforce
development programs certify individuals with a true computing literacy
measurement standard.
ICDL Background and Key Components
ICDL began in 1994 with the Finish Computer Driving License. In 1995 the
Council of European Professional Informatics Societies (CEPIS) created a task
force charged with raising IT skill levels throughout Europe. The European
Computer Driving License (ECDL) was then launched in Sweden near the end of
1996. In 1997 it began to spread throughout Europe. The International
Computer Driving License (ICDL) began in 1999. ICDL US was launched in 2001.
7 training modules
7 forty five minutes examinations, either manually or electronically
administered and graded.
Manual Skills cards
National computer societies
Testing methods
Note: The vast majority of EDCL exams to date have been manual exams, and
no global database of scores exists.
Key Points vs ICDL
1. ICDL is Not a Certification
The main message here is in properly positioning ICDL as a standardized
training program with end of course testsa standardized training program.
It is true that ICDL has a standardized syllabusbut it is not in certification, it is
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.

Core Certification
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
are computer-based, and some are paper-based. Often the candidate themselves
can choose how they would like to take the test. In some countries the same
candidate may score an 80% by one test vendor and 30% by another on the
same material.
Over the last couple years ICDL has begun using the term 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.
Why is this a problem? Why should a school district, state, or government
agency care about implementing a certification vs. ICDL? Because these groups
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.
Using ICDL is no different from what they currently have: a list of objectives
which they would like their constituents to master.
An example: the State of Texas has a list of standard computer skills that they
would like to ensure all of their students have. This list is similar to what ICDL
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
measured in the same way to those standards. With ICDL each school could
test differently this is what they are already doing. ICDL is no improvement it
just adds to their costs. With IC, the State can be assured that each student will
be measured exactly the same same objectives, same process. A student can
take their results anywhere and prove the same outcome. An employer hearing
from a candidate that they are IC certified knows exactly what they are getting.
A true certification implements a standardized measurement process that
does not vary by location examinations
A true certification utilizes professional exam development
A true certification requires psychometric validation
A true certification is portable in that it is accepted by local and global
educational and industry authorities
In most cases, the IC team should not focus on the downsides of ICDL, but
rather the positives of IC. By association it can be assumed that ICDL does not
match the strengths of IC. By focusing on these positives of IC and why each
factor is important to the group/organization reviewing IC, they will utilize these
points in their own comparison and review of ICDL.
Termi nology to Use

Certification vs. License
When talking about ICDL and those
who complete the program, always
refer to it in terms of a license. The
candidate has received their license,
a license was issued, etc.
We do not want to help them in
their quest to pass themselves off as
a certification. We view them as a
training program with end of course
completion tests.
Exam vs. Test
This may seem simple, but in subtly
referring to any ICDL test as a 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
IC is comprised of.

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Internet and Computing

Commercial College. The magazine contained an article introducing IC and said

Internet and Computing

Internet and Computing

KYOTO KOKA WOMENS UNIVERSITY

Internet and Computing

Internet and Computing

Internet and Computing

these globally recognized credentials will be an effective investment for the

Internet and Computing

HON. JESLI A. LAPUS

GDP in Billions of U.S. Dollars

GDP - G7 & ASEAN

GDP in Billions of U.S. Dollars

As information and knowledge are churned out through a variety

In surveying the global economy, the gross domestic

Internet and Computing

Internet and Computing

We recognize ICTs role officially in broadening access to basic education,

Internet and Computing

Internet and Computing

Internet and Computing

Internet and Computing

Computing Fundamentals: this exam measures examinee knowledge of computer hardware,

Certification: A NOCA Handbook (National Organization for Competency Assurance)

Focus group discussions with SMEs input were conducted

2. Job Task Analysis

Domain 2: Computer Software

Domain 3: Using an Operating System

5. Item and Pilot Test Development

Computing Fundamentals: a measure of an examinees knowledge of computer hardware, software,

Key Applications: a measure of an examinees proficiency in two computer applications (a word

Measuring Information and

Measuring Information and Communication Technology Literacy with IC3

An understanding of "foundation concepts" of technology (i.e., the fundamental

6. Technology Operations and Concepts

Scalability vs. Complexity

The certification would consist of three separate examinations: Computing Fundamentals

processing, spreadsheet and presentation software25) and Living Online (covering

Developing the IC3 Standard