In the past decade, several studies have measured ICT competences from the perspective of ICT self-efficacy. Such indirect measurements tend to have validity problems, as they depend on the pupils' ability to judge their own ICT competences. This study outlines the development of a performance-based digital test and the validation of a direct measure of ICT competence through the use of item response theory (IRT). More specifically, the test and the developed measure focus on primary-school pupils' proficiency in digital information processing and communication. 56 Items were administered to 560 pupils at the end of their primary-school education (age between 10.79 and 13.85 years old). The items were controlled for dimensionality, model-data fit, local item dependence and monotonicity. The final measure contains 27 items that refer to retrieving and processing digital information, and communication with a computer. The results indicate that the instrument is particularly reliable for low and median ability levels. Further refinement and possible future use of the instrument is discussed.

Direct measures of digital information processing and communication skills in primary education: Using item response theory for the development and validation of an ICT competence scale

https://dera.ioe.ac.uk/11077/1/2010-02-05-conceptualising-and-interpreting-reliability.pdf

Conceptualising and interpreting reliability

Purpose Computerized adaptive tests (CATs) have efficiency advantages over fixed-length tests of physical functioning but may lose sensitivity when administering extremely low numbers of items Multidimensional CATs may efficiently improve sensitivity by capitalizing on correlations between functional domains Using a series of empirical simulations, we assessed the efficiency and sensitivity of multidimensional CATs compared to a longer fixed-length testMethod Parent responses to the Pediatric Evaluation of Disability Inventory before and after intervention for 239 children at a pediatric rehabilitation hospital provided the data for this retrospective study Reliability, effect size, and standardized response mean were compared between full-length self-care and mobility subscales and simulated multidimensional CATs with stopping rules at 40, 30, 20, and 10 itemsResults Reliability was lowest in the 10-item CAT condition for the self-care (r = 085) and mobility (r = 079) subscales; all other condi

Efficiency and sensitivity of multidimensional computerized adaptive testing of pediatric physical functioning.

This chapter serves as a general introduction and delineates the context in which the subsequent chapters of this dissertation are situated. The first section of this chapter presents the research context and the general theoretical background: ICT competences, measuring ICT competences, factors related to ICT competences, and ICT competences in Flemish education. The second section describes the research objectives. The general objective of this dissertation is to identify relationships that exist between differences in primary school pupils’ ICT competences and differences in pupil, classroom and school level characteristics. Reaching this aim implied 1) developing a conceptual model that can be used to identify pupil, classroom and school level factors related to pupils’ ICT competences; 2) constructing a standardized and performance-based assessment instrument that can be used to measure pupils’ ICT competences in a direct and valid way; and 3) identifying important pupil, classroom and school level characteristics that are related to pupils’ ICT competences. Furthermore, the second section also provides information on the design of the different studies and the outline of the dissertation, in which the content of the different chapters and their interrelatedness is presented. The third section of this introductory chapter provides information on the theoretical, empirical and practical relevance of this dissertation.

https://biblio.ugent.be/publication/5962422/file/5962430.pdf

Identification and assessment of digital competences in primary education

byubaselinestretch2 Computerized Oral Proficiency Test for Japanese: Measuring Second Language Speaking Ability with ASR Technology Hitokazu Matsushita Department of Linguistics and English Language Master of Arts Developing a timeand cost-efficient method for second language (L2) oral proficiency measurement is one of the research topics that has attracted much attention in recent decades. The purpose of this study is to develop a computerized oral testing system for L2 Japanese using automatic speech recognition (ASR) technology. Two testing methods called elicited imitation (EI) and simulated speech (SS) are proposed to quantify L2 accuracy and fluency via ASR processing. This study also suggests systematic EI item creation leveraging corpus technology and discusses the effectiveness of the test items created through analyses of item difficulty. Further, refinement of the EI grading system is described through a series of statistical investigations. For SS, this study reports the five most influential L2 fluency features identified through machine learning and proposes a method to yield individual SS scores with these features based on previous studies. Lastly, several methods to combine the EI and SS scores are presented to estimate L2 oral proficiency of Japanese.

/pdf/computerized-oral-proficiency-test-for-japanese-measuring-l2-3n0fbkh2kn.pdf

Computerized Oral Proficiency Test for Japanese: Measuring L2 Speaking Ability with ASR Technology

The information function is an important statistic in item response theory (IRT) applications. Although the information function is often described as the IRT version of reliability, it differs from the classical notion of reliability from a critical perspective: replication. This article first explores the information function for the one-parameter model in detail and suggests an alternative method for its computation. Second, the difference between the IRT and classical test theory standard errors of measurement is discussed.

The Information Function for the One-Parameter Logistic Model: Is it Reliability?:

The analysis of longitudinal data in education is becoming more prevalent given the nature of testing systems constructed for No Child Left Behind Act (NCLB). However, constructing the longitudinal data files remains a significant challenge. Students move into new schools, but in many cases the unique identifiers (ID) that should remain constant for each student change. As a result, different students frequently share the same ID, and merging records for an ID that is erroneously assigned to different students clearly becomes problematic. In small data sets, quality assurance of the merge can proceed through human reviews of the data to ensure all merged records are properly joined. However, in data sets with hundreds of thousands of cases, quality assurance via human review is impossible. While the record linkage literature has many applications in other disciplines, the educational measurement literature lacks details of formal protocols that can be used for quality assurance procedures for longitudinal data files. This article presents an empirical quality assurance procedure that may be used to verify the integrity of the merges performed for longitudinal analysis. We also discuss possible extensions that would permit merges to occur even when unique identifiers are not available.

Application of the Levenshtein Distance Metric for the Construction of Longitudinal Data Files

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The Information Function for the One-Parameter Logistic Model: Is it Reliability?:

Application of the Levenshtein Distance Metric for the Construction of Longitudinal Data Files