An Overview of the Frameworks for Measuring the Digital Competencies of College Students

2021 ◽  
pp. 259-282
Author(s):  
Vladimir M. Simović ◽  
Ivana S. Domazet
Keyword(s):  
College Students ◽  
Formal Education ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Online Assessment ◽  
Competence Assessment ◽  
Digital Competence ◽  
Digital Competencies ◽  
Entrepreneurial Competencies ◽  
Key Aspects

The purpose of this chapter is to analyze the options for measuring the digital entrepreneurial competencies the college students acquire during the course of their formal education. The chapter examines the key aspects of various digital competence-related frameworks and proposes the development of a new methodology that will be focused on the digital entrepreneurial competencies of the students. This chapter proposes the development of the corresponding online assessment tool which could serve to measure the level of the acquired competencies by the students. The findings presented in this chapter may apply to other areas as well. The goal is to develop a set of competence assessment tools that could effectively determine the level of competencies the students acquire during the course of their formal studies and enable the formulation of adequate corrective measures in the curriculum plan.

scholarly journals How Do We Assess Patient Skills in a Competence-Based Program? Assessment of Patient Competences Using the Spanish Version of the Prolapse and Incontinence Knowledge Questionnaire and Real Practical Cases in Women with Pelvic Floor Disorders

2021 ◽  
Vol 18 (5) ◽  
pp. 2377
Author(s):  
Beatriz Sánchez-Sánchez ◽  
Beatriz Arranz-Martín ◽  
Beatriz Navarro-Brazález ◽  
Fernando Vergara-Pérez ◽  
Javier Bailón-Cerezo ◽  
...  
Keyword(s):  
Decision Making ◽  
Pelvic Floor ◽  
Discriminant Validity ◽  
Pelvic Floor Disorders ◽  
Assessment Tool ◽  
Pelvic Organ ◽  
Assessment Tools ◽  
Measurement Properties ◽  
Competence Assessment ◽  
Knowledge Questionnaire

Therapeutic patient education programs must assess the competences that patients achieve. Evaluation in the pedagogical domain ensures that learning has taken place among patients. The Prolapse and Incontinence Knowledge Questionnaire (PIKQ) is a tool for assessing patient knowledge about urinary (UI) and pelvic organ prolapse (POP) conditions. The aim of this study was to translate the Prolapse and Incontinence Knowledge Questionnaire (PIKQ) into Spanish and test its measurement properties, as well as propose real practical cases as a competence assessment tool. The cross-cultural adaptation was conducted by a standardized translation/back-translation method. Measurement properties analysis was performed by assessing the validity, reliability, responsiveness, and interpretability. A total of 275 women were recruited. The discriminant validity showed statistically significant differences in the PIKQ scores between patients and expert groups. Cronbach’s alpha revealed good internal consistency. The test–retest reliability showed excellent correlation with UI and POP scales. Regarding responsiveness, the effect size, and standardized response mean demonstrated excellent values. No floor or ceiling effects were shown. In addition, three “real practical cases” evaluating skills in identifying and analyzing, decision making, and problem-solving were developed and tested. The Spanish PIKQ is a comprehensible, valid, reliable, and responsive tool for the Spanish population. Real practical cases are useful competence assessment tools that are well accepted by women with pelvic floor disorders (PFD), improving their understanding and their decision-making regarding PFD.

scholarly journals Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

2021 ◽  
Vol 11 (8) ◽  
pp. 402
Author(s):  
Linda Helene Sillat ◽  
Kairit Tammets ◽  
Mart Laanpere
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Reliability And Validity ◽  
Assessment Tools ◽  
Competence Assessment ◽  
Validity And Reliability ◽  
Digital Competence ◽  
Need To Evaluate ◽  
Assessment In Higher Education

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

Assessing the Internal Reliability and Construct Validity of the General Movement Competence Assessment for Children

2020 ◽  
Vol 8 (1) ◽  
pp. 87-106 ◽  
Author(s):  
Jonathan Leo Ng ◽  
Chris Button ◽  
Dave Collins ◽  
Susan Giblin ◽  
Gavin Kennedy
Keyword(s):  
Assessment Tool ◽  
Dynamic Environment ◽  
Principal Component ◽  
Internal Consistency Reliability ◽  
Assessment Tools ◽  
Microsoft Kinect ◽  
Competence Assessment ◽  
Factorial Structure ◽  
Internal Reliability ◽  
General Movement

Validated assessment tools for movement competence typically involve the isolation and reproduction of specific movement forms, which arguably neglects individuals’ ability to combine and adapt movements to overcome constraints within a dynamic environment. A new movement assessment tool, the General Movement Competence Assessment (GMCA), was developed for this study using Microsoft Kinect. Movement competence of 83 children (36 boys and 47 girls), aged 8–10 years (9.06 ± 0.75 years) was measured using the GMCA. An exploratory approach was undertaken to examine the internal consistency reliability (McDonald’s omega coefficient) and factorial structure of the GMCA for the study sample. Factorial structure was determined using exploratory factor analysis by principal component analysis with varimax rotation. For the sample data, reliability for the GMCA games were acceptable (ω = 0.53–0.89) and indicated that combinations of movement attributes were measured by GMCA games. Factorial analysis extracted four movement constructs accounting for 71.31% of variance. Dexterity was tentatively identified as a new independent construct alongside currently accepted movement constructs (i.e., locomotion, object-control, stability). While further development of the GMCA is still required, initial results are encouraging in view of an objective and theoretically informed approach to assess general movement competence in children.

scholarly journals Cognitive and functional dementia assessment tools: Review of Brazilian literature

2007 ◽  
Vol 1 (1) ◽  
pp. 18-23 ◽  
Author(s):  
Luciano Góis Vasconcelos ◽  
Sonia Maria Dozzi Brucki ◽  
Orlando Francisco Amodeo Bueno
Keyword(s):  
Normative Data ◽  
Formal Education ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Functional Evaluation ◽  
Brazilian Literature ◽  
Assessment Tests ◽  
People With Dementia ◽  
Diagnosis Of Dementia ◽  
Independent Effects

Abstract The diagnosis of dementia is based on cognitive and functional evaluation. One of the difficulties in ascertaining the number of people with dementia in developing countries is the population's lack of formal education. Independent effects of age, sex and education have been identified on scores for most but not all cognitive tests. Objectives: Identify the most-used cognitive and functional assessment tools in Brazil, related to dementia diagnosis and treatment outcome; and identify adaptations or normative data, when available. Methods: Data were generated from PubMed, LILACS and Portal Periodicos CAPES (thesis database) databases using the search terms 'dementia' and 'Alzheimer'. Data collection criteria were a. Articles with abstract; b. Brazilian abstracts, related to adult Brazilian population; c. Clear mention of assessment tool in the abstract text. A total of 108 abstracts were selected for the main analysis: a. to identify the instruments used b. to determine how many of the selected abstracts mentioned each tool and c. to search in the mentioned databases for respective test adaptations or normative data. Results: Some 52 different assessment tools, 41 cognitive instruments and 11 functional instruments were identified. The most cited assessment tests were the Mini Mental State Examination (64 abstracts) and Pfeffer Functional Activities Questionnaire (4 abstract). Discussion: Many of the instruments used only have the description of the translation process into Portuguese, along with some suggestions of validation or normative data. Few of these followed the recommended procedures of validation, replication, normalization or transcultural adaptation.

Assessing capacity to consent to treatment with cholinesterase inhibitors in dementia using a specific and standardized version of the MacArthur Competence Assessment Tool (MacCAT-T)

2016 ◽  
Vol 29 (2) ◽  
pp. 333-343 ◽  
Author(s):  
Tanja Mueller ◽  
Julia Haberstroh ◽  
Maren Knebel ◽  
Frank Oswald ◽  
Roman Kaspar ◽  
...  
Keyword(s):  
Informed Consent ◽  
Cholinesterase Inhibitors ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Competence Assessment ◽  
Rater Reliability ◽  
Capacity To Consent ◽  
People With Dementia ◽  
Hypothetical Treatment ◽  
Consent To Treatment

ABSTRACTBackground:The use of assessment tools has been shown to improve the inter-rater reliability of capacity assessments. However, instrument-based capacity assessments of people with dementia face challenges. In dementia research, measuring capacity with instruments like the MacArthur Competence Assessment Tool for Treatment (MacCAT-T) mostly employ hypothetical treatment vignettes that can overwhelm the abstraction capabilities of people with dementia and are thus not always suitable for this target group. The primary aim of this study was to provide a standardized real informed consent paradigm that enables the dementia-specific properties of capacity to consent to treatment in people with dementia to be identified in a real informed consent process that is both externally valid and ethically justifiable.Methods:The sample consisted of 53 people with mild to moderate dementia and a group of 133 people without cognitive impairment. Rather than using a hypothetical treatment vignette, we used a standardized version of the MacCAT-T to assess capacity to consent to treatment with cholinesterase inhibitors in people with dementia. Inter-rater reliability, item statistics, and psychometric properties were also investigated.Results:Intraclass correlations (ICCs) (0.951–0.990) indicated high inter-rater reliability of the standardized real informed consent paradigm. In the dementia group, performance on different items of the MacCAT-T varied. Most people with dementia were able to express a treatment choice, and were aware of the need to take a tablet. Further information on the course of the disorder and the benefits and risks of the treatment were less understood, as was comparative reasoning regarding treatment alternatives.Conclusion:The standardized real informed consent paradigm enabled us to detect dementia-specific characteristics of patients’ capacity to consent to treatment with cholinesterase inhibitors. In order to determine suitable enhanced consent procedures for this treatment, we recommend the consideration of MacCAT-T results on an item level. People with dementia seem to understand only basic information. Our data indicate that one useful strategy to enhance capacity to consent is to reduce attention and memory demands as far as possible.

scholarly journals Expert recommendations for the design of a children’s movement competence assessment tool for use by primary school teachers

2018 ◽  
Vol 25 (2) ◽  
pp. 524-543
Author(s):  
David Morley ◽  
Thomas Van Rossum ◽  
David Richardson ◽  
Lawrence Foweather
Keyword(s):  
Focus Groups ◽  
Primary School ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Competence Assessment ◽  
School Teachers ◽  
Primary School Teachers ◽  
Multi Phase ◽  
Expert Recommendations

A child’s early school years provide a crucial platform for them to develop fundamental movement skills (FMS), yet it has been acknowledged that there is a shortage of suitable FMS assessment tools for teachers to use within schools. To begin to address this shortfall, the purpose of this study was to elicit expert recommendations for the design of a FMS assessment tool for use by primary school teachers. A multi-phase research design was used, involving two scenario-guided focus groups with movement experts ( n = 8; five academics and three practitioners). Data captured in both focus groups were transcribed verbatim and thematically analysed. Three dichotomous dilemmas emerged from the data in relation to assessing children’s movement competence: (a) Why? For research purposes or to enhance teaching and learning?; (b) How? Should the assessment setting be engineered or natural?; and (c) What? Should the detail of the assessment be complex or simple and should the nature of the tasks be static or dynamic? These findings suggest that any future development of movement competence assessment protocols for use by primary school teachers needs to consider the specific purpose and context of the assessment.

KEY ASPECTS OF DEVELOPMENT OF DIGITAL COMPETENCIES OF THE POPULATION

2018 ◽  
Author(s):  
Anna Oleshko ◽  
◽  
Oleksandr Rovniahin ◽  
Vladyslav Pryma ◽  
◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Digital Literacy ◽  
The European Union ◽  
Digital Competence ◽  
Information And Communication ◽  
Digital Competencies ◽  
Digital Knowledge ◽  
Key Aspects ◽  
And Behavior

The article analyzes the main factors influencing the digital competence formation of the Ukrainian population, which involves the acquisition of knowledge, abilities, character, and behavior that are compulsory for a person in order to use information and communication and digital technologies to achieve goals whether in personal or professional life. In the environment of forced isolation caused by the COVID-19 pandemic, the principle of continuing education ("lifelong learning") receives new characteristics in the light of new realities, in which access to information, continuous learning and revising of knowledge become driving force in the formation of a new model of education. The article summarizes the experience of European countries in implementing the basic principles of digital literacy and providing citizens with opportunities to master the skills of working with information and communication technologies, communication and cooperation in the digital space, digital content, digital security and more. Based on the analysis of the urbanization impact on the access of the population to high-quality Internet, it was found that the urban population has a higher level of digital knowledge and skills compared to the population living in rural areas. A system of digital competencies for citizens "DigComp 2.1" is proposed to be integrated and used in Ukraine as a tool for the implementation of strategic priorities for the formation of digital literacy of the population, which is already implemented in the European Union. Overall, the acquisition and development of digital competencies in the XXI century is mandatory in all spheres of the national economy and in everyday life of the population. In this context, it is necessary to create infrastructure and institutions that will deal with the implementation of innovative solutions and digital literacy training of all segments of the population throughout life.

Digital Competence Assessment Across Generations

2019 ◽  
Vol 10 (2) ◽  
pp. 15-28
Author(s):  
Fawad Khan ◽  
Essi Vuopala
Keyword(s):  
Problem Solving ◽  
Assessment Tool ◽  
Digital Natives ◽  
Net Generation ◽  
Competence Assessment ◽  
Intergenerational Learning ◽  
Digital Competence ◽  
Self Assessment ◽  
Generational Difference ◽  
Digital Competency

Based on the European framework (DigComp), a self-assessment tool digital competency wheel is used for this quantitative study to measure the individuals' perceptions toward digital competence. With a sample of 197 individuals from different generations in Finland, this study aims to provide empirical evidence that generational technological abilities are diverse. The data in this study show that “Net Generation,” also coined as “digital natives,” has obtained the highest level of digital competence. Nevertheless, when looking at the performance of all the investigated groups, the slight inter-generational difference was found in the case of problem-solving, whereas programming was found as the least developed competency among these groups. Based on the results, the study concludes that digital competence is very much distributed across generations. This also contributes to intergenerational learning that may enhance technological skills across generations.

scholarly journals A Competence Model to Assess and Develop Designing Competence Assessment Tool

2021 ◽  
Vol 20 (2) ◽  
pp. 81-103
Author(s):  
Do Huong Tra ◽  
Nguyen Thi Dieu Linh
Keyword(s):  
Assessment Tool ◽  
Real Life ◽  
Assessment Tools ◽  
Educational Systems ◽  
Competence Assessment ◽  
Policy Makers ◽  
Four Dimensions ◽  
Proposed Model ◽  
Assessment Tasks ◽  
Competency Based

Studies showed that competency-based assessment improvement had generated a much greater impact on students’ achievements on standardized tests than other forms of educational activities. However, studies also indicated a number of challenges for teachers when designing competence assessment tools (CAT), especially in building assessment tasks that replicate real-life practice. There have been many different models for teachers’ assessment competencies, but the competency of designing competence assessment tools (CDCAT) was not paid much attention. In hope to develop a competency model that would serve as a supporting role in developing the CDCAT for pre-service teachers and teachers, this study used a multi-step development process to construct a teachable model that reflectived the complexity of designing assessment tools. The model consisted of 12 behavioural indicators spreading across four dimensions informed by the existing literature and empirical findings in particular contexts. To guarantee the content value of the proposed model, the research twice used the expert method by two panels. The reliability of the model was tested by analyzing the data collected from the survey with students. Interesting findings were met, and the outlined CDCAT model assisted pre-service teachers in solving issues related to their assessment competence. The model was intended for educational researchers, educators, teachers, and policy makers to support teachers’ assessment competence concerning the current accountability model across educational systems. Specific implications for developing pre-service teachers' CDCAT were discussed, followed by suggestions for future studies.

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