Abstract
We review interactive computer-based tasks from several large-scale (n > 20,000) educational assessments in order to better understand the advantages of these assessment items and how they can inform the development of computer-based items to assess students’ digital competence. Digital competence is considered to be an essential competence in today’s knowledge-based society and has been described in the DigComp framework as consisting of 21 individual competences grouped under 5 areas: information and data literacy, communication and collaboration, digital content-creation, safety and problem-solving. In the present paper we examine interactive computer-based tasks from three large-scale assessments and conclude by mapping constructs from these assessments to the DigComp framework. A look at this mapping provides an initial view of which aspects of the DigComp framework require the most attention in terms of developing interactive computer-based items for a potential instrument to assess students’ digital competence.
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This study was funded by the Estonian Research Council through the institutional research funding project “Smart technologies and digital literacy in promoting a change of learning” (Grant Agreement No. IUT34-6).
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Siiman, L.A., Mäeots, M., Pedaste, M. (2017). A Review of Interactive Computer-Based Tasks in Large-Scale Studies: Can They Guide the Development of an Instrument to Assess Students’ Digital Competence?. In: Joosten-ten Brinke, D., Laanpere, M. (eds) Technology Enhanced Assessment. TEA 2016. Communications in Computer and Information Science, vol 653. Springer, Cham. https://doi.org/10.1007/978-3-319-57744-9_13
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