Convergent evidence for the validity of a performance-based ICT skills test.

Autor/inn/en	Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Wenzel, S. Franziska C.; Hartig, Katja; Horz, Holger
Titel	Convergent evidence for the validity of a performance-based ICT skills test.
Quelle	In: European journal of psychological assessment, 36 (2020) 2, S. 269-279 PDF als Volltext (1); PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2151-2426
DOI	10.1027/1015-5759/a000507 10.25656/01:21842
URN	urn:nbn:de:0111-pedocs-218426
Schlagwörter	Informationstechnologische Bildung; Kompetenz; Validität; Fertigkeit; Problemlösen; Test; Testaufgabe; Informations- und Kommunikationstechnologie; Sekundarstufe I; Schüler; Evidenz; Deutschland
Abstract	The goal of this study was to investigate sources of evidence of convergent validity supporting the construct interpretation of scores on a simulation-based ICT skills test. The construct definition understands ICT skills as reliant on ICT-specific knowledge as well as comprehension and problem-solving skills. On the basis of this, a validity argument comprising three claims was formulated and tested. (1) In line with the classical nomothetic span approach, all three predictor variables explained task success positively across all ICT skills items. As ICT tasks can vary in the extent to which they require construct-related knowledge and skills and in the way related items are designed and implemented, the effects of construct-related predictor variables were expected to vary across items. (2) A task-based analysis approach revealed that the item-level effects of the three predictor variables were in line with the targeted construct interpretation for most items. (3) Finally, item characteristics could significantly explain the random effect of problem-solving skills, but not comprehension skills. Taken together, the obtained results generally support the validity of the construct interpretation. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2