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Direct measures of digital information processing and communication skills in primary education: Using Item Response Theory for the development and validation of an ICT competence scale

Tijdschriftbijdrage - Tijdschriftartikel

In the past decade, several studies have measured ICT competences from the perspective of ICT self-efficacy. Such indirect measurements tend to have validity problems, as they depend on the pupils' ability to judge their own ICT competences. This study outlines the development of a performance-based digital test and the validation of a direct measure of ICT competence through the use of item response theory (IRT). More specifically, the test and the developed measure focus on primary-school pupils' proficiency in digital information processing and communication. 56 Items were administered to 560 pupils at the end of their primary-school education (age between 10.79 and 13.85 years old). The items were controlled for dimensionality, model-data fit, local item dependence and monotonicity. The final measure contains 27 items that refer to retrieving and processing digital information, and communication with a computer. The results indicate that the instrument is particularly reliable for low and median ability levels. Further refinement and possible future use of the instrument is discussed. © 2014 Elsevier Ltd. All rights reserved.
Tijdschrift: Computers and Education
ISSN: 0360-1315
Volume: 76
Pagina's: 168 - 181
Jaar van publicatie:2014
BOF-keylabel:ja
IOF-keylabel:ja
BOF-publication weight:10
CSS-citation score:2
Authors from:Higher Education