The Application of Anchoring Vignettes in the Analysis of Self-assessment of ICT Skills

2019 ◽  
pp. 243-252
Author(s):  
Hana Voňková ◽  
Miroslava Černochová ◽  
Hasan Selcuk ◽  
Jan Hrabák ◽  
Kateřina Králová
Keyword(s):  
Self Assessment ◽  
Ict Skills ◽  
Anchoring Vignettes

Developing a Framework for the Examination of Anchoring Vignette Assumptions Using Cognitive Interviews: A Demonstration in the ICT Skills Domain

Field Methods ◽  
2021 ◽  
pp. 1525822X2199128
Author(s):  
Hana Vonkova ◽  
Jan Hrabak ◽  
Katerina Kralova ◽  
Ondrej Papajoanu
Keyword(s):  
Information And Communications Technology ◽  
Cognitive Interviews ◽  
Communications Technology ◽  
Self Assessment ◽  
Ict Skills ◽  
Self Reports ◽  
Assessment Measures ◽  
Questionnaire Surveys ◽  
Scale Usage ◽  
Response Consistency

Self-assessment measures are commonly used in questionnaire surveys. However, one of the problems with self-reports is that they may be prone to differences in scale usage among respondents. The anchoring vignette method addresses this issue. It relies on two assumptions: response consistency and vignette equivalence. Here we aim to develop a framework for the examination of these assumptions using cognitive interviews and demonstrate it in the Information and Communications Technology (ICT) skills domain. First, we develop new anchoring vignettes describing various ICT skill domains. Second, we examine both assumptions using cognitive interviews with students who are studying different fields. Our analysis shows that the assumptions are indeed not adhered to, especially the assumption of vignette equivalence. Third, we develop a general framework for the examination of the method’s assumptions.

scholarly journals Teachers’ Information and Communication Technology (ICT) Skills Assessment: Basis for a Comprehensive ICT Training Program

2020 ◽  
Vol 3 (2) ◽  
pp. 85-93
Author(s):  
Shallimar Bayucca
Keyword(s):  
Needs Assessment ◽  
School Administrators ◽  
Training Needs ◽  
Computer Applications ◽  
Instructional Materials ◽  
Survey Method ◽  
Self Assessment ◽  
Ict Skills ◽  
Training Needs Assessment ◽  
Ict Training

The study described the extent of knowledge in ICT skills of 180 teachers as a basis for a training plan in a selected schools division in Region 3. A descriptive survey method was utilized having a weighted mean and standard deviation to treat the data collected. It was concluded that the teachers displayed a proficient extent of knowledge in basic ICT skills. However, some of the skills enumerated have a low mean and were close to the adjacent group scale of the lower level of knowledge. Furthermore, they showed limited knowledge in some advanced computer applications which are necessary for the construction of instructional materials. The self-assessment revealed that they are knowledgeable in ICT skills, but they do not know how to use it in complex applications. The skills for development based on the training needs assessment reiterated a combination of skills which further clarified that not all skills under a certain application are known. It is then recommended that training needs assessment should always be conducted by school administrators to gather data on the actual needs of the teachers as a basis in planning a thorough training matrix to ensure that the development and training provided are based on the needs of the teachers.

How Do Learners Perceive and Evaluate Their Digital Skills?

2018 ◽  
Vol 9 (1) ◽  
pp. 37-47 ◽  
Author(s):  
Miroslava Černochová ◽  
Hana Voňková ◽  
Jiří Štípek ◽  
Petra Černá
Keyword(s):  
Young People ◽  
Labour Market ◽  
Student Teachers ◽  
Educational Research ◽  
Digital Literacy ◽  
Real Life ◽  
Key Factors ◽  
Self Assessment ◽  
Ict Skills ◽  
Digital Skills

Self-assessment is commonly used in educational research (PISA, ICILS, etc.) and in real-life situations (advertisement for a post on labour market, etc.). Research studies demonstrate that in mathematics some people either over- or underestimate their competence. A similar situation can be expected in self-assessment of ICT skills. The authors of this article introduce pilot research carried out among Bachelors student teachers aimed at identifying key factors (economic, cultural, social, and personal) that may influence how young people perceive their digital literacy and knowledge.

scholarly journals New Vocational School Students’ Basic ICT Skills Self-Assessment

2021 ◽  
Vol 17 (11) ◽  
pp. em2022
Author(s):  
Sanni Suominen ◽  
Kirsi Ikonen ◽  
Mervi Asikainen
Keyword(s):  
Vocational School ◽  
School Students ◽  
Self Assessment ◽  
Ict Skills

How Do Learners Perceive and Evaluate Their Digital Skills?

2020 ◽  
pp. 1453-1464
Author(s):  
Miroslava Černochová ◽  
Hana Voňková ◽  
Jiří Štípek ◽  
Petra Černá
Keyword(s):  
Young People ◽  
Labour Market ◽  
Student Teachers ◽  
Educational Research ◽  
Digital Literacy ◽  
Real Life ◽  
Key Factors ◽  
Self Assessment ◽  
Ict Skills ◽  
Digital Skills

Self-assessment is commonly used in educational research (PISA, ICILS, etc.) and in real-life situations (advertisement for a post on labour market, etc.). Research studies demonstrate that in mathematics some people either over- or underestimate their competence. A similar situation can be expected in self-assessment of ICT skills. The authors of this article introduce pilot research carried out among Bachelors student teachers aimed at identifying key factors (economic, cultural, social, and personal) that may influence how young people perceive their digital literacy and knowledge.

scholarly journals E-inclusion Process and Societal Digital Skill Development

2015 ◽  
Vol 6 (1) ◽  
pp. 86-94
Author(s):  
Ieva Vītoliņa
Keyword(s):  
Knowledge Level ◽  
Self Assessment ◽  
Ict Skills ◽  
Digital Skills ◽  
Information And Communication ◽  
E Learning ◽  
Student Centred Learning ◽  
Relationship Of ◽  
The Impact

Abstract Nowadays, the focus shifts from information and communication technology access to skills and knowledge. Moreover, lack of digital skills is an obstacle in the process of learning new digital competences using technologies and e-learning. The objective of this research is to investigate how to facilitate students to use the acquired digital skills in practice and to evaluate the impact of students’ previous knowledge level. Based on the e-inclusion digital skills model, the author develops two research questions: How students’ previous experience impacts practical usage of the acquired ICT skills and How students’ self-assessment correlates with practical usage of the acquired ICT skills. The research employs student-centred learning theory, where the learning process is based on students’ active action, experience and values. The research is based on a literature review and one case study. The results of this study confirm the relationship of the e-inclusion digital skills model with the knowledge level acquired and its usage.

How Students Report Dishonest Behavior in School: Self-Assessment and Anchoring Vignettes

2016 ◽  
Vol 85 (1) ◽  
pp. 36-53 ◽  
Author(s):  
Hana Vonkova ◽  
Stanislav Bendl ◽  
Ondrej Papajoanu
Keyword(s):  
Self Assessment ◽  
Anchoring Vignettes

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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