The SIMCE TIC test measures 12 ICT Skills for Learning grouped under three cognitive construct dimensions that in practice make cross-sectional use of ICT knowledge and skills. These are: information, communication, and ethics and social impact (Table 1).
The information dimension refers to “the ability to access, understand, apply, and create information in a technological environment”. The communication dimension is “the ability to make information known (to communicate, to transmit) using technological means”.” The ethics and social impact dimension refers to “the ability to analyze interactions in the virtual context, while realizing the possible consequences of using technology in our personal life and/or in the life of others, in addition to making active decisions in this technological world based on the ethical implications and the impact it has on oneself and on others.” (Magdalena Claro, 2009).
To define these 12 skills, several theoretical studies and ICT assessments of recent years were used as references. Of countries abroad, these include two OECD reports, “DeSeCo: Definition and selection of competencies” (2005) and “Aprendices del nuevo milenio” (2010), and assessments such as iSkills – ETS (USA), Key Stage 3 ICT (England) and ICT Literacy (Australia). References from Chile include the “K-12 Progress Map for ICT Student Competencies,” prepared jointly by Enlaces and the Curriculum and Assessment Unit (UCE - Unidad de Currículum y Evaluación) of the Ministry of Education (Mineduc); the CEPPE “Matrix of ICT Competencies for the 21st Century,” and an “Assessment of 21st Century Skills” of MIDE UC and CEPPE.