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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-218426
DOI: 10.25656/01:21842; 10.1027/1015-5759/a000507
URN: urn:nbn:de:0111-pedocs-218426
DOI: 10.25656/01:21842; 10.1027/1015-5759/a000507
| Title |
Convergent evidence for validity of a performance-based ICT skills test |
|---|---|
| Authors |
Engelhardt, Lena   ;
Naumann, Johannes ;
Goldhammer, Frank ;
Frey, Andreas ;
Wenzel, S. Franziska C.;
Hartig, Katja ;
Horz, Holger |
| Source | European journal of psychological assessment 36 (2020) 2, S. 269-279  |
| Document | full text (1.999 KB) (formally and content revised edition) |
| License of the document |
|
| Keywords (German) | Informationstechnologische Bildung; Informations- und Kommunikationstechnologie; Problemlösen; Kompetenz; Fertigkeit; Schüler; Sekundarstufe I; Test; Testaufgabe; Validität; Evidenz; Deutschland |
| sub-discipline | Empirical Educational Research |
| Document type | Article (journal) |
| ISSN | 1015-5759; 10155759 |
| Language | English |
| Year of creation | 2020 |
| review status | Peer-Reviewed |
| Abstract (English): | 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. |
| other articles of this journal | European journal of psychological assessment Jahr: 2020 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 05.08.2022 |
| Citation | Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Wenzel, S. Franziska C.; Hartig, Katja; Horz, Holger: Convergent evidence for validity of a performance-based ICT skills test - In: European journal of psychological assessment 36 (2020) 2, S. 269-279 - URN: urn:nbn:de:0111-pedocs-218426 - DOI: 10.25656/01:21842; 10.1027/1015-5759/a000507 |
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