%0 Journal Article %1 goldhammer2014diagnostik %A Goldhammer, Frank %A Kröhne, Ulf %A Keßel, Yvonne %A Senkbeil, Martin %A Ihme, Jan Marten %D 2014 %J Diagnostica Zeitschrift für Psychologische Diagnostik und Differentielle Psychologie %K from:katjavogel use:doi:10.5157/NEPS:SC4 %P 10-21 %R 10.1026/0012-1924/a000113 %T Diagnostik von ICT-Literacy. Multiple-Choice- vs. simulationsbasierte Aufgaben %U https://econtent.hogrefe.com/doi/abs/10.1026/0012-1924/a000113 %V 60 %X ICT literacy suggests a performance-based assessment by means of tasks presenting interactive (simulated) computer environments and requiring responses by means of mouse and/or keyboard. However, assessment procedures like self-ratings or paper-based performance measures are still commonly used. The present study compares the psychometric properties of simulation-based (SIM) tasks with parallel multiple-choice (MC) tasks that make use of screenshots of software applications. The MC tasks, developed for the National Educational Panel Study (NEPS), reflect the skill to select and retrieve digital information and to perform basic operations (access). In a random groups design, 405 grade 9 students completed the computer-based access items as MC tasks or as SIM tasks as well as the simulation-based Basic Computer Skills (BCS) test. Results show that the majority of MC tasks and SIM tasks differ in difficulty and loading. Consistent convergent validity is indicated by comparably high correlations of the two test forms with BCS.

@article{goldhammer2014diagnostik, abstract = {ICT literacy suggests a performance-based assessment by means of tasks presenting interactive (simulated) computer environments and requiring responses by means of mouse and/or keyboard. However, assessment procedures like self-ratings or paper-based performance measures are still commonly used. The present study compares the psychometric properties of simulation-based (SIM) tasks with parallel multiple-choice (MC) tasks that make use of screenshots of software applications. The MC tasks, developed for the National Educational Panel Study (NEPS), reflect the skill to select and retrieve digital information and to perform basic operations (access). In a random groups design, 405 grade 9 students completed the computer-based access items as MC tasks or as SIM tasks as well as the simulation-based Basic Computer Skills (BCS) test. Results show that the majority of MC tasks and SIM tasks differ in difficulty and loading. Consistent convergent validity is indicated by comparably high correlations of the two test forms with BCS.}, added-at = {2018-01-11T08:53:31.000+0100}, author = {Goldhammer, Frank and Kröhne, Ulf and Keßel, Yvonne and Senkbeil, Martin and Ihme, Jan Marten}, biburl = {https://www.bibsonomy.org/bibtex/20732e7b3686e5519c71c96fc306898f3/neps.dc}, doi = {10.1026/0012-1924/a000113}, interhash = {05772b8aa9a1bff20afd431c1c352c0d}, intrahash = {0732e7b3686e5519c71c96fc306898f3}, issn = {2190-622X}, journal = {Diagnostica Zeitschrift für Psychologische Diagnostik und Differentielle Psychologie}, keywords = {from:katjavogel use:doi:10.5157/NEPS:SC4}, month = jan, pages = {10-21}, timestamp = {2018-01-11T08:53:31.000+0100}, title = {Diagnostik von ICT-Literacy. Multiple-Choice- vs. simulationsbasierte Aufgaben}, url = {https://econtent.hogrefe.com/doi/abs/10.1026/0012-1924/a000113}, volume = 60, year = 2014 }