Development and evaluation of a framework for the performance-based testing of ICT skills.

Autor/inn/en	Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Horz, Holger; Hartig, Katja; Wenzel, S. Franziska C.
Titel	Development and evaluation of a framework for the performance-based testing of ICT skills.
Quelle	In: Frontiers in education, (2021) 6, 15 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen; Abbildungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2504-284X
DOI	10.3389/feduc.2021.668860
Schlagwörter	Bildung; Informationstechnische Bildung; Rasch-Modell; Validität; Problemlösen; Verhalten; Indikator; Textkonstruktion; Computerunterstütztes Verfahren; Item; Informationstechnologie
Abstract	This paper addresses the development of performance-based assessment items for ICT skills, skills in dealing with information and communication technologies, a construct which is rather broadly and only operationally defined. Item development followed a construct- driven approach to ensure that test scores could be interpreted as intended. Specifically, ICT-specific knowledge as well as problem-solving and the comprehension of text and graphics were defined as components of ICT skills and cognitive ICT tasks (i.e., accessing, managing, integrating, evaluating, creating). In order to capture the construct in a valid way, design principles for constructing the simulation environment and response format were formulated. To empirically evaluate the very heterogeneous items and detect malfunctioning items, item difficulties were analyzed and behavior-related indicators with item-specific thresholds were developed and applied. The 69 item's difficulty scores from the Rasch model fell within a comparable range for each cognitive task. Process indicators addressing time use and test-taker interactions were used to analyze whether most test-takers executed the intended processes, exhibited disengagement, or got lost among the items. Most items were capable of eliciting the intended behavior; for the few exceptions, conclusions for item revisions were drawn. The results affirm the utility of the proposed framework for developing and implementing performance-based items to assess ICT skills. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/1