Testing Information Literacy in Digital Environments: ETS's iSkills Assessment

Katz, Irvin R.

doi:10.6017/ital.v26i3.3271

Cited by 140 publications

(105 citation statements)

References 4 publications

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“…Many academics advocated about the potential of ICT not only as a learning tool but also as a means of assessment (Katz, 2013;Smith et al, 2005). ICT has often been considered as a catalyst for a 'new teaching paradigm', particularly as there is a focus on continuous assessment which is based on learning outcomes (Pedro, 2005:400).…”

Section: Digital Learning Resources (Dlrs)mentioning

confidence: 99%

Digital Learning Resources and Ubiquitous Technologies in Education

Camilleri

2016

Tech Know Learn

105

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This research explores the educators' attitudes and perceptions about their utilization of digital learning technologies. The methodology integrates measures from "the pace of technological innovativeness" and the "technology acceptance model" to understand the rationale for further ICT investment in compulsory education. A quantitative study was carried out amongst two hundred forty-one educators in Malta. It has investigated the costs and benefits of using digital learning resources in schools from the educator"s perspective.Principal component analysis has indicated that the educators were committed to using digital technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in digital learning resources. Following this study"s empirical findings educational stakeholders are better informed about how innovative technologies can support our students. In conclusion, this paper puts forward key implications and recommendations for regulatory authorities and policy makers for better curricula and educational outcomes.

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Section: Digital Learning Resources (Dlrs)mentioning

confidence: 99%

Digital Learning Resources and Ubiquitous Technologies in Education

Camilleri

2016

Tech Know Learn

105

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“…This requires more from the model than the ability to recover parameters; it also requires that the proficiency variables be aligned with the instructional options. Katz (2007) describes how these cognitive and psychometric issues play out in the journey from the initial ICT Literacy assessment design described here to ETS's current iSkills assessment.…”

Section: Discussionmentioning

confidence: 99%

“…(2) Is there any instructional advantage to reporting the four (or seven) proficiencies separately? Subsequent to this study, after data from the field trials were available, the decision was made to report to individuals 3) only on overall ICT Literacy proficiency score (Katz, 2007). The study described in this paper is designed to answer a precursor to these questions: If the data really do follow the four proficiency (P4) model, are the data that will be collected by the assessment sufficient to recover those 2) Because the term "proficient" has a precise legal definition under the No Child Left Behind Act of 2001, the name "proficiency model" is gradually being replaced by "competency model".…”

Section: Proficiency Modelmentioning

confidence: 99%

Parameter Recovery Studies With a Diagnostic Bayesian Network Model

2008

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This paper describes a Bayesian network model for a candidate assessment design that had four proficiency variables and 48 tasks with 3-12 observable outcome variables per task and scale anchors to identify the location of the subscales. The domain experts' view of the relationship among proficiencies and tasks established a complex prior distribution over 585 parameters. Markov Chain Monte Carlo (MCMC) estimation recovered the parameters of data simulated from the expert model. The sample size and the strength of the prior had only a modest effect on parameter recovery, but did affect the standard error of estimated parameters. Finally, an identifiability issue involving relabeling of proficiency states and permutations of the matrixes is addressed in the context of this study. Scope of StudiesBayesian networks form an attractive class of models for diagnostic assessments as they can relate multiple proficiency variables to multiple dependent observables coming from 1. There were multiple correlated proficiencies, which must be simultaneously estimated. 2. The observable outcome variables were grouped into tasks of varying complexity; each task tapped one or more proficiencies. 3. Tasks had different target difficulties. 4. The tasks were to be presented in complex balanced incomplete block design to ensure sufficient concentration around each of seven potential proficiencies.This paper describes simulation studies designed to answer the question of "Can an assessment with these characteristics be modeled with a Bayesian network?" assuming that there was no local dependence between observables in the same task. This paper describes a number of parameter recovery experiments based on the assessment design described in Section 2. The methodology was roughly similar for all of the experiments. In particular,Key Words and Phrases: Bayesian networks, model construction, Markov Chain Monte Carlo (MCMC) estimation, prior elicitation, scale anchor * Educational Testing Service, MS 13-E Princeton, NJ 08541 USA Mail Address: ralmond@ets.org, almond@acm.org 1) Later versions of this assessment were named iSkills TM . Note that the work described here is based on a very preliminary model of the ICT Literacy which has undergone considerable refinement since the studies described here were carried out and that the models described in this paper do not reflect current thinking about this construct or the scoring methods used in the iSkills assessment.

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“…Consisten fundamentalmente en cuestionarios entre los que cabe destacar el International Computer Driving License (ICDL), principal programa de certificación de conocimientos básicos informáticos (Calvani et al 2009), y el iSkills que es una prueba para evaluar el pensamiento crítico y las habilidades para resolver problemas que poseen los estudiantes en un entorno digital (Katz, 2007). Ambas utilizan la simulación de un entorno tecnológico para medir principalmente los conocimientos y las habilidades del usuario.…”

Section: Evaluación De La Competencia Digital En Educación Superiorunclassified

Desarrollo de competencias digitales en docencia online: la asignatura Cimientos del Curso de Adaptación a Grado en Ingeniería de Edificación

Vivas-Urías¹,

Andrés-Ortega²,

Gómez-Navarro³

2016

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ResumenLas metodologías y estrategias de aprendizaje de las modalidades blended y online, representan el ambiente ideal para el desarrollo de competencias digitales ya que utilizan las Tecnologías de la Información y de la Comunicación (TIC) para producir, transmitir, distribuir y organizar conocimiento entre estudiantes. El presente artículo muestra los resultados de un estudio sobre el desarrollo de esta competencia en los estudiantes de la asignatura Cimientos del Curso de Adaptación al Grado en Ingeniera de Edificación para Arquitectos Técnicos y Aparejadores (CAGIE), de la Universidad Europea de Madrid (UEM), realizado en el curso académico 2014-2015. Los resultados obtenidos sugieren que el uso de las herramientas del campus virtual, tanto en la realización de actividades como en la interacción estudiante-estudiante y estudiante-profesor, contribuye fundamentalmente al desarrollo de dos de las áreas de la competencia digital: la comunicación y la creación de contenidos. Palabras claveCompetencia digital, educación a distancia, semipresencial, educación superior, Ingeniería de Edificación AbstractMethodologies and learning strategies in blended and online instruction represent the ideal environment for the development of digital skills. Information and Communication Technology (ICT) is used to produce, transmit, distribute and organize knowledge among students.This article presents and describes the study carried out within the Foundations subject from CAGIE (Curso de Adaptación al Grado en Ingeniera de Edificación para Arquitectos Técnicos y Aparejadores) at Universidad Europea de Madrid in the 2014-15 academic period. The results suggest that the use of the tools of the virtual campus, both in the performance of activities and in student-student and student-teacher interaction, contributes mainly to the development of two of the areas of digital competence: communication and content creation. . Key wordsContent curation, filtering, collaborative learning, personal learning environments. RED-Revista de Educación a Distancia. 49(8) 30-Abr-2016 http://www.um.es/ead/red/49 _____________________________________________________________________________________ _____________________________________________________________________________________ Desarrollo de competencias digitales en docencia online: la asignatura Cimientos del curso de adaptación a grado en ingeniería de edificación. María Dolores Vivas Urías, Silvia Andrés Ortega y Miguel Gómez Navarro.Página 2 de 29Introducción: Las tecnologías de la Información y de la comunicación y la docenciaEl cambio tecnológico acaecido en las últimas décadas se está produciendo a un ritmo sin precedentes. El reto de formar al ciudadano del Siglo XXI, por lo tanto, supone en el ámbito de la educación superior la incorporación de competencias digitales basadas en el uso de las Tecnologías de la Información y la Comunicación (TIC) en los procesos de enseñanza-aprendizaje, que le permitan manejar la información y le proporcionen la capacidad de reflexionar, crear y solu...

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Testing Information Literacy in Digital Environments: ETS's iSkills Assessment

Cited by 140 publications

References 4 publications

Digital Learning Resources and Ubiquitous Technologies in Education

Digital Learning Resources and Ubiquitous Technologies in Education

Parameter Recovery Studies With a Diagnostic Bayesian Network Model

Desarrollo de competencias digitales en docencia online: la asignatura Cimientos del Curso de Adaptación a Grado en Ingeniería de Edificación

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