Diagnostik von ICT Literacy: Messen Multiple-Choice-Aufgaben und simulationsbasierte Aufgaben vergleichbare Konstrukte?

Diagnostica ◽  
2020 ◽  
Vol 66 (3) ◽  
pp. 147-157
Author(s):  
Martin Senkbeil ◽  
Jan Marten Ihme
Keyword(s):  
Information Literacy ◽  
Large Scale ◽  
Panel Study ◽  
Multiple Choice ◽  
Ict Literacy ◽  
Computer And Information Literacy ◽  
Literacy Test

Zusammenfassung. ICT Literacy legt eine performanzbasierte Erfassung mit simulierten und interaktiven Testaufgaben nahe. Der vorliegende Beitrag untersucht, ob mit Multiple-Choice (MC)-Aufgaben ein vergleichbares Konstrukt wie mit Simulationsaufgaben erfasst wird. Hierfür wurden die Testergebnisse zweier Instrumente aus aktuellen Large-Scale-Studien gegenübergestellt, die an N = 2 075 Jugendlichen erhoben wurden: der auf MC-Aufgaben basierende ICT Literacy-Test für Klasse 9 des Nationalen Bildungspanels (National Educational Panel Study, NEPS) und der simulationsbasierte Kompetenztest der internationalen Schulleistungsstudie ICILS 2013 (International Computer and Information Literacy Study). Die Analysen unterstützen die Gültigkeit der Konstruktinterpretation des MC-basierten Tests in NEPS. Im Sinne der konvergenten Evidenz korrelieren die MC-Aufgaben substanziell mit den computer- und simulationsbasierten Aufgaben in ICILS 2013 (.68 ≤  r ≤ .90). Weiterhin ergeben sich positive und für beide Tests vergleichbar hohe Korrelationen mit ICT-bezogenen Schülermerkmalen (z. B. Selbstwirksamkeit). Weiterführende Analysen zum Zusammenhang mit allgemeinen kognitiven Fähigkeiten zeigen zudem, dass ICT Literacy und kognitive Grundfähigkeiten distinkte Faktoren repräsentieren.

scholarly journals Digital Inclusion in Norwegian and Danish Schools—Analysing Variation in Teachers’ Collaboration, Attitudes, ICT Use and Students’ ICT Literacy

2020 ◽  
pp. 139-172
Author(s):  
Anubha Rohatgi ◽  
Jeppe Bundsgaard ◽  
Ove E. Hatlevik
Keyword(s):  
Information Literacy ◽  
Teacher Collaboration ◽  
National Level ◽  
Digital Technologies ◽  
Educational Systems ◽  
Ict Literacy ◽  
Digital Inclusion ◽  
Ict Use ◽  
Teachers Attitudes ◽  
Computer And Information Literacy

AbstractThe capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life and society. It is thus of interest to study the extent of digital inclusion, by examining the variation in computer and information literacy of students both within and between schools by addressing access and use of ICT in instruction among teachers. Data for the present study comes from 138 schools from Norway (2436 students, 1653 teachers) and 110 schools from Denmark (1767 students, 728 teachers) who took part in the International Computer and Information Literacy Study in 2013. Using a multilevel approach, variations at both levels in student computer and information literacy score and teacher collaboration in ICT use were examined. The results indicate that availability of digital technologies is a significant contributor towards student ICT achievement and teacher collaboration in both countries. There are small differences in computer and literacy score between the schools, while significant variations are noted between the students. Additionally, teachers’ attitudes are found to contribute significantly towards collaboration between teachers.

scholarly journals Assessment of computer and information literacy in ICILS 2013: Do different item types measure the same construct?

2017 ◽  
Vol 16 (6) ◽  
pp. 716-732 ◽  
Author(s):  
Jan Marten Ihme ◽  
Martin Senkbeil ◽  
Frank Goldhammer ◽  
Julia Gerick
Keyword(s):  
Information Literacy ◽  
Large Scale ◽  
Discriminant Validity ◽  
Item Type ◽  
Three Dimensional ◽  
Regression Analyses ◽  
Three Dimensional Models ◽  
And Gender ◽  
Computer And Information Literacy ◽  
Item Types

The combination of different item formats is found quite often in large scale assessments, and analyses on the dimensionality often indicate multi-dimensionality of tests regarding the task format. In ICILS 2013, three different item types (information-based response tasks, simulation tasks, and authoring tasks) were used to measure computer and information literacy in order to balance technological and information-related aspects of computer and information literacy. The item types differ in the cognitive processes and the type of knowledge they measure and in the strands and aspects of the ICILS 2013 framework they address. In this article, we explored which factor models that assume item type factors or type of knowledge factors fit the data. For the factors of the best fitting models, regression analyses on SES, frequency of computer use, self-efficacy, and gender were computed to work out the different meanings and the convergent and discriminant validity of the factors. The results show that three-dimensional models with correlated factors for item type or type of knowledge fit best. Regression analyses discover substantive implications of between-item and within-item models. The effects are discussed and an outlook is given.

scholarly journals The international computer and information literacy study from a European perspective: Introduction to the Special Issue

2017 ◽  
Vol 16 (6) ◽  
pp. 707-715 ◽  
Author(s):  
Julia Gerick ◽  
Birgit Eickelmann ◽  
Wilfried Bos
Keyword(s):  
Information Literacy ◽  
Large Scale ◽  
Common Element ◽  
Special Issue ◽  
Large Scale Assessment ◽  
Contextual Framework ◽  
Computer Based ◽  
Computer And Information Literacy ◽  
First Time ◽  
Time Information

The International Computer and Information Literacy Study (ICILS 2013) provides, for the first time, information about students’ computer and information literacy (CIL), as well as its acquisition, based on a computer-based test for students and background questionnaires. Among the 21 education systems that participated in ICILS 2013, there are 12 European countries, making secondary comparative in-depth analyses at a European level particularly fruitful. Accordingly, while the four articles in this Special Issue each deal with different topics and adopt different methodologies, they all share a common element and provide European comparisons in the ICILS context. The editorial in turn outlines the aim of the ICILS 2013 study and its relevance for European education research as well as its contextual framework and approach to the measurement of students’ CIL. The potential and challenges of such large-scale assessment studies are also discussed.

scholarly journals The Development and Validation of the Information Literacy Test

2007 ◽  
Vol 68 (3) ◽  
pp. 229-237 ◽  
Author(s):  
Lynn Cameron ◽  
Steven L. Wise ◽  
Susan M. Lottridge
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Multiple Choice ◽  
Higher Order ◽  
Web Based ◽  
Literacy Outcomes ◽  
Student Information ◽  
Development And Validation ◽  
The Web ◽  
Literacy Test

The Information Literacy Test (ILT) was developed to meet the need for a standardized instrument that measures student proficiency regarding the ACRL Information Literacy Competency Standards for Higher Education. The Web-based, multiple-choice ILT measures both lower- and higher-order skills. Evidence is presented that the ILT scores provide reliable and valid measures of information literacy. In addition, a rigorous standard setting method was used to identify score values corresponding to various absolute levels of proficiency. The ILT can be used to help institutions measure student information literacy outcomes and determine the effectiveness of instruction programs.

Diagnostik von ICT-Literacy

Diagnostica ◽  
2014 ◽  
Vol 60 (1) ◽  
pp. 10-21 ◽  
Author(s):  
Frank Goldhammer ◽  
Ulf Kröhne ◽  
Yvonne Keßel ◽  
Martin Senkbeil ◽  
Jan Marten Ihme
Keyword(s):  
Panel Study ◽  
Multiple Choice ◽  
Computer Skills ◽  
Ict Literacy ◽  
Basic Computer Skills

ICT-Literacy legt eine performanzbasierte Erfassung nahe, also mithilfe von Testaufgaben, die interaktive (simulierte) Computerumgebungen präsentieren und eine Reaktion mittels Maus und/oder Tastatur erfordern. Dennoch kommen häufig Verfahren wie Selbstbeurteilungen oder papierbasierte Leistungstests zum Einsatz. Ziel der vorliegenden Studie war es, die psychometrischen Eigenschaften simulationsbasierter (SIM) Aufgaben mit den Eigenschaften inhaltlich paralleler Multiple-Choice (MC)-Aufgaben zu vergleichen, bei denen Screenshots als Stimulus verwendet werden. Die MC-Aufgaben, die im Rahmen der National Educational Panel Study (NEPS) entwickelt wurden, erfassen die Fähigkeit, digitale Informationen auszuwählen und abzurufen sowie grundlegende Operationen durchzuführen (Access). In einem Zufallsgruppendesign bearbeiteten 405 Jugendliche der Klassenstufe 9 die computerbasierten Access-Testitems entweder als MC-Aufgabe oder als SIM-Aufgabe sowie den simulationsbasierten Basic Computer Skills (BCS)-Test. Die Ergebnisse zeigen, dass sich die meisten MC-Aufgaben und SIM-Aufgaben hinsichtlich Schwierigkeit und Ladung unterscheiden. Übereinstimmende konvergente Validität wird durch vergleichbar hohe Korrelationen der beiden Testformen mit BCS angezeigt.

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