Evaluation of the Development Level of Information and Communications Technology in Education Based on the Entire-Array-Polygon Indicator Method: Taking the Questionnaire Survey Data of 13 Cities in Province W as an Example

2021 ◽  
Vol 7 (2) ◽  
pp. 987-997
Author(s):  
Danxia Xing ◽  
Chun Lu
Keyword(s):  
Survey Data ◽  
Questionnaire Survey ◽  
Objective Assessment ◽  
Indicator System ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Ict In Education ◽  
Indicator Method ◽  
Development Level ◽  
Entire Array

The objective assessment of the development level of information and communications technology (ICT) in education can support the government in formulating and implement ICT policies. The article first introduced the Entire-Array-Polygon (EAP) indicator method and then designed an evaluation indicator system which containing five first indicators and 31 secondary indicators. Finally, using the questionnaire survey data of 13 cities in Province W as an example, the EAP indicator method was used to carry out on the evaluation of ICT development level. The study drew the following conclusions: EAP indicator method can objectively assess the development level of ICT; the overall development level of ICT in the 13 cities in Province W is average and above, and most of them are level II. When using the EAP indicator method to assess the development level of ICT, experts do not need to determine the indicator's weight. Also, this method presents the evaluation results more concisely and intuitively, so it can be promoted as an essential method of evaluating on the development level of ICT in education.

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.

Sign in / Sign up

Export Citation Format

Share Document