Learning in Digital Networks – ICT literacy: A novel assessment of students' 21st century skills

Abstract

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.

Tracing research trends of 21st‐century learning skills

“…The NRC report () highlighted the absence of common definitions and quality measures of how 21‐C skills can be acquired in ways that promote successful transfer to other contexts. Siddiq, Gochyyev, and Wilson () present several definitions of 21‐C skills published between 2009 and 2012, suggesting that they “differ slightly and to some extent connote different skills and/or reflect different categorizations” (Siddiq et al , , p. 12), however, they are to a great extent along the same lines. Voogt and Roblin () emphasize that, in general, most 21‐C skills definitions and outlined frameworks are consistent with each other.…”

Analisis Kesiapan Peserta Didik SMA Negeri 8 Padang Menghadapi Revolusi Industri 4.0.

“…Bagi peserta didik, kemampuan menggunakan ICT dapat meningkatkan keyakinan diri untuk sukses, dan aspirasi belajar (Siddiq, Gochyyev, & Wilson, 2017). Meskipun ada perbedaan yang tidak signifikan kemampuan peserta didik laki-laki dan perempuan dalam menguasai ICT (Siddiq & Scherer, 2019), guru selayaknya konsisten menerapkan dan mengembangkan kemampuan tersebut, dengan cara menanamkan kebiasaan (Ahn & Chae, 2016).…”

Construction of a Mathematical Model for Calibrating Test Task Parameters and the Knowledge Level Scale of University Students by Means of Testing

“…The pedagogical test represents a set of interconnected tasks of increasing difficulty, allowing a qualitative assessment of the structure and measuring the level of knowledge. In this regard, it is necessary to mention the methods of M. Wilson (2005), F. Siddiq, P. Gochyyev, and M. Wilson (2017), M. Pantziara and G. Philippou (2012), C. J. Sangwin and I. Jones (2017), and V. Avanessov (2014).…”