Assessment of Computer and Information Literacy in ICILS 2013: Do Different Item Types Measure the Same Construct?

Autor/inn/en	Ihme, Jan Marten; Senkbeil, Martin; Goldhammer, Frank; Gerick, Julia
Titel	Assessment of Computer and Information Literacy in ICILS 2013: Do Different Item Types Measure the Same Construct?
Quelle	In: European Educational Research Journal, 16 (2017) 6, S.716-732 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904117696095
Schlagwörter	Foreign Countries; Computer Literacy; Information Literacy; International Assessment; Multiple Choice Tests; Test Items; Test Format; Cognitive Processes; Regression (Statistics); Computer Assisted Testing; Knowledge Level; Factor Analysis; Models; Correlation; Scaling; Socioeconomic Status; Computer Use; Self Efficacy; Gender Differences; Validity; Germany; Europe + Suchen Sie Ihr Suchwort? Ausland; Computerkenntnisse; Informationskompetenz; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Test content; Testaufgabe; Testentwicklung; Cognitive process; Kognitiver Prozess; Regression; Regressionsanalyse; Wissensbasis; Faktorenanalyse; Analogiemodell; Korrelation; Scale construction; Skalenkonstruktion; Socio-economic status; Sozioökonomischer Status; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt; Gültigkeit; Deutschland; Europa
Abstract	The combination of different item formats is found quite often in large scale assessments, and analyses on the dimensionality often indicate multi-dimensionality of tests regarding the task format. In ICILS 2013, three different item types (information-based response tasks, simulation tasks, and authoring tasks) were used to measure computer and information literacy in order to balance technological and information-related aspects of computer and information literacy. The item types differ in the cognitive processes and the type of knowledge they measure and in the strands and aspects of the ICILS 2013 framework they address. In this article, we explored which factor models that assume item type factors or type of knowledge factors fit the data. For the factors of the best fitting models, regression analyses on SES, frequency of computer use, self-efficacy, and gender were computed to work out the different meanings and the convergent and discriminant validity of the factors. The results show that three-dimensional models with correlated factors for item type or type of knowledge fit best. Regression analyses discover substantive implications of between-item and within-item models. The effects are discussed and an outlook is given. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01