Impact of introducing "Informatics I" to the common university entrance examination in Japan: a longitudinal study on students' perceptions of their information-related knowledge and skills from 2006 to 2026

A longitudinal study is underway in Japan to assess the impact of introducing 'Informatics I' into the Common Test for University Admissions in 2025. This research, utilizing a questionnaire administered annually to University of Tokyo first-year students from 2006 to 2026, aims to understand how this high-stakes assessment influences students' perceptions of their information-related knowledge and skills. The study highlights the need for careful consideration to prevent assessments from distorting education, particularly given the broad scope of informatics education.

Why it matters

The introduction of new high-stakes assessments, particularly in evolving fields like informatics, directly impacts the quality and direction of educational outcomes and the future workforce. Understanding the effects of such assessments is crucial for long-term strategic planning related to human capital development and national competitiveness in technology-driven domains.

Key insights

• A longitudinal study is being conducted to evaluate the impact of 'Informatics I' as a new university entrance examination component in Japan.
• The study uses data from an annual questionnaire administered to first-year students at the University of Tokyo between 2006 and 2026.
• 'Informatics I' is characterized as a large-scale, standardized, high-stakes assessment introduced in 2025.
• The research aims to understand students' perceptions of their information-related knowledge and skills.
• The study underscores a concern that assessments could potentially distort education, given the diverse content of informatics.

Source

arXiv — Computers and Society — https://arxiv.org/abs/2608.12924