The present investigation aims to fill some of the gaps revealed in the literature regarding the limited access to more advanced and novel assessment instruments for measuring students' ICT literacy. In particular, this study outlines the adaption, further development, and validation of the Learning in Digital NetworksdICT literacy (LDN-ICT) test. The LDN-ICT test comprises an online performance-based assessment in which real-time studentstudent collaboration is facilitated through two different platforms (i.e., GoogleDocs and chat). The test attempts to measure students' ability in handling digital information, to communicate and collaborate during problem solving. The data are derived from 144 students in grade 9 analyzed using item response theory models (unidimensional and multidimensional Rasch models). The appropriateness of the models was evaluated by examining the item fit statistics. To gather validity evidence for the test, we investigated the differential item functioning of the individual items and correlations with other constructs (e.g., self-efficacy, collective efficacy, perceived usefulness and academic aspirations). Our results supported the hypothesized structure of LDN-ICT as comprising four dimensions. No significant differences across gender groups were identified. In support of existing research, we found positive relations to self-efficacy, academic aspirations, and socioeconomic background. In sum, our results provide evidence for the reliability and validity of the test. Further refinements and the future use of the test are discussed.

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This article summarizes assessment of cognitive skills through collaborative tasks, using field test results from the Assessment and Teaching of 21st Century Skills (ATC21S) project. This project, sponsored by Cisco, Intel, and Microsoft, aims to help educators around the world enable students with the skills to succeed in future career and college goals. In this article, ATC21S collaborative assessments focus on the project's “ICT Literacy—Learning in digital networks” learning progression. The article includes a description of the development of the learning progression, as well as examples and the logic behind the instrument construction. Assessments took place in random pairs of students in a demonstration digital environment. Modeling of results employed unidimensional and multidimensional item response models, with and without random effects for groups. The results indicated that, based on this data set, the models that take group into consideration in both the unidimensional and the multidimensional analyses fit better. However, the group‐level variances were substantially higher than the individual‐level variances. This indicates that a total individual estimate of group plus individual is likely a more informative estimate than individual alone but also that the performances of the pairs dominated the performances of the individuals. Implications are discussed in the results and conclusions.

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Many people involved in the justice system and people with serious mental illness are required to participate in psychosocial treatment, whether they want it or not. With these clients, case managers, probation officers, and other providers are tasked with both promoting client recovery (a helping, therapeutic role) and protecting community safety (a controlling, surveillance role). The 30-item revised Dual-Role Relationship Inventory (DRI-R) assesses the quality of provider-client relationships in mandated treatment-and DRI-R based research indicates that firm, fair, and caring relationships (authoritative, not authoritarian) predict better client outcomes. In this study, we developed and validated a short form of the DRI-R-the 9-item DRI-SF-by applying multidimensional item response theory methods to four data sets (N ϭ 815). We simultaneously refined the measure by selecting items that cleanly assessed relationship features (i.e., minimized construct-irrelevant variance from provider traits) and performed similarly across client groups (juveniles and adults; with-and-without mental illness). DRI-SF total scores strongly predict DRI-R total scores (r ϭ .97). The DRI-SF fully represented the DRI-R's range of item difficulties, produced the same three-factor structure, predicted theoretically relevant external covariates as strongly (i.e., groups known to differ in relationship quality, relationship satisfaction ratings, future arrests)-without item bias by sex or race. Moreover, the favorable psychometric properties of the DRI-SF were replicated in a new sample and shown to generalize across provider groups (from probation officers to treatment providers). This newly developed DRI-SF applies to a range of provider-client relationships in mandated treatment-and will benefit practitioners and researchers with ease of administration. Public Significance StatementWhen treatment is mandated, high-quality relationships between clients and their providers promote positive outcomes. In this study, we used a data-informed approach to shorten a well-validated measure of firm, fair, and caring client-provider relationships. This clinically feasible measure can be readily applied with a broad range of clients in busy mental health, justice, and research settings.