Proficiency levels – ICT literacy

To develop a profile of students’ ICT literacy, and as a way to report ICT literacy overall and compare different groups of students, six proficiency levels have been defined and descriptions developed to characterise typical student performance at each level of the NAP – ICT literacy assessment. These are outlined in the table below:

Proficiency level Proficiency level description
Level 6
 Students working at level 6 create information products that show evidence of technical proficiency, careful planning and review, and digital technologies skills. They use software features to organise information, and to synthesise and represent data as integrated complete information products, and develop algorithms and apply computational thinking. They design information products consistent with the conventions of specific communication modes and audiences, and use available software features to enhance the communicative effect of their work.
Level 5
 Students working at level 5 evaluate the credibility of information from electronic sources and select the most relevant information to use for a specific communicative purpose. They create information products that show evidence of planning and technical competence, and digital technologies understanding. They use software features to reshape and present information graphically consistent with presentation conventions. They design information products that combine different elements and accurately represent their source data, and apply computational thinking to develop digital solutions. They use available software features to enhance the appearance of their information products and user interfaces. They employ file management practices to support workflow management when creating information products. They can explain how components of a digital system are connected to transmit data and interpret the data outputs. 
Level 4 
 Students working at level 4 generate simple general search questions and select the best information source to meet a specific purpose. They retrieve information and interpret data reports from given electronic sources to answer specific, concrete questions. They can implement solutions to collect information from users. They assemble information in a simple linear and logical order to create information products. They use conventionally recognised software commands to edit and reformat information products, and begin to explore digital technologies concepts. They recognise common examples in which ICT misuse may occur and suggest ways of avoiding them. 
Level 3 
 Students working at level 3 generate simple general search questions and select the best information source to meet a specific purpose. They retrieve information and interpret data reports from given electronic sources to answer specific, concrete questions. They can use simple digital forms and identify mistakes in software tools used to collect information from users. They assemble information in a simple linear and logical order to create information products. They use conventionally recognised software commands to edit and reformat information products and begin to explore basic digital technologies concepts. They can correctly connect components of a simple digital system. They can use a range of communication tools for participating in collaborative online environments. They recognise common examples in which ICT misuse may occur and suggest ways of avoiding them. 
Level 2  Students working at level 2 locate simple, explicit information from within a given electronic source. They add content to and make simple changes to existing information products when instructed. They edit information products to create products that show limited consistency of design and information management. They recognise and identify basic ICT electronic security and health and safety usage issues and practices, and gain exposure to basic digital technologies concepts. They can interpret data represented in a range of communication tools for participating in collaborative online environments. They examine the main components of familiar digital systems and identify their functions.
Level 1
 Students working at level 1 perform basic tasks using computers and software. They implement the most commonly used file management and software commands when instructed. They recognise the most commonly used ICT terminology and functions, and gain initial exposure to basic digital technologies concepts. 

 

In addition to developing the ICT literacy proficiency scale, proficient standards are in place for both Years 6 and 10. The proficient standards represent points on the proficiency scale that represent a challenging but reasonable expectation for typical Year 6 and Year 10 students to have reached by the end of each of those years of study. The proficient standards are important because they provide reference points of reasonable expectation of student achievement on the scale. In some senses the standards can be considered as indicators of ICT literacy preparedness for students as they begin the transition to the next stages of their educational or vocational lives.

The two proficient standards (one for Year 6 and one for Year 10) were established as a result of consultation with ICT education experts and representatives from all states and territories and all school sectors. This group included practising teachers with specific ICT expertise, ICT curriculum experts and educational assessment experts.

  • The proficient standard for Year 6 was defined as the boundary between levels 2 and 3 on the ICT literacy proficiency scale.

  • The proficient standard for Year 10 was defined as the boundary between levels 3 and 4 on the ICT literacy proficiency scale.