![]() ICT skills therefore comprise skills and knowledge that refer to operating technology. ICT skills refer to the capability to successfully solve tasks requiring the use of ICT. However, emphasis should be placed on hands-on ICT skills–what individuals are actually capable of (International Computer and Information Literacy Study (ICILS) Jung & Carstens, 2015). Knowledge tests or self-report questionnaires can be used to measure ICT skills (e.g., Richter et al., 2010 Goldhammer et al., 2016). Consequently, a lack of such skills leads to disadvantages in various life contexts. ![]() ICT literacy has thus been termed a “survival skill” ( Eshet-Alkalai, 2004) with significance across the lifespan ( Poynton, 2005). Information and communication technology (ICT) skills are considered a key competence for lifelong learning ( European Communities, 2007), successful participation in the labor market ( van Deursen and van Dijk, 2011), and participation in political and societal debates. The results affirm the utility of the proposed framework for developing and implementing performance-based items to assess ICT skills. Most items were capable of eliciting the intended behavior for the few exceptions, conclusions for item revisions were drawn. Process indicators addressing time use and test-taker interactions were used to analyze whether most test-takers executed the intended processes, exhibited disengagement, or got lost among the items. The 69 item’s difficulty scores from the Rasch model fell within a comparable range for each cognitive task. To empirically evaluate the very heterogeneous items and detect malfunctioning items, item difficulties were analyzed and behavior-related indicators with item-specific thresholds were developed and applied. In order to capture the construct in a valid way, design principles for constructing the simulation environment and response format were formulated. Specifically, ICT-specific knowledge as well as problem-solving and the comprehension of text and graphics were defined as components of ICT skills and cognitive ICT tasks (i.e., accessing, managing, integrating, evaluating, creating). Item development followed a construct-driven approach to ensure that test scores could be interpreted as intended. ![]() This paper addresses the development of performance-based assessment items for ICT skills, skills in dealing with information and communication technologies, a construct which is rather broadly and only operationally defined. 5Centre for Educational Measurement (CEMO) at the University of Oslo, Oslo, Norway. ![]() 4Goethe University Frankfurt am Main, Frankfurt, Germany.3Centre for International Student Assessment (ZIB), Frankfurt am Main, Germany.2University of Wuppertal, Wuppertal, Germany.1DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany.Lena Engelhardt 1*, Johannes Naumann 2, Frank Goldhammer 1,3, Andreas Frey 4,5, Holger Horz 4, Katja Hartig 4 and S. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |