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
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Self-reports have been shown to be biased, for example toward gender, and may not provide an accurate picture of students' actual competence.
“In this study, the latter assessment approach was selected, because self-reports have been shown to be biased (e.g., toward gender [Aesaert et al., 2014;Hakkarainen et al., 2000]) and may not provide an accurate picture of students' actual competence.”
From Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy (2016) · cites this paper as Aesaert et al., 2014
Students lack essential skills within the ICT literacy framework, including information retrieval and processing, evaluating information, and communicating and collaborating in digital environments.
“Research has demonstrated that students lack essential skills within the ICT literacy framework.For instance, Strømsø and Bråten (2014) showed that students lacked skills related to information retrieval and processing.”
From Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy (2016) · cites this paper as Aesaert et al., 2014
Many ICT literacy assessments are based on self-reports and self-efficacy measures, implying that students' own perceptions and judgments are used as proxies for their actual ICT literacy.
“Many of these are based on self-reports and self-efficacy measures, implying that students' own perceptions and judgments are used as proxies for their actual ICT literacy (Aesaert et al., 2014).”
From Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy (2016) · cites this paper as Aesaert et al., 2014
Previous results identified students' economic, social, and cultural status as strong predictors of ICT literacy achievement.
“previous results which identified students' economic, social, and cultural status as strong predictors of ICT literacy achievement”
From Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy (2016) · cites this paper as Aesaert et al., 2014
Cites
Hambleton, R. K., & Swaminathan, H. (1985) · doi:10.1007/978-94-017-1988-9 · Cited by 1,777 · see citing works
Voogt, J., & Roblin, N. P. (2012) · Journal of Curriculum Studies · doi:10.1080/00220272.2012.668938 · Cited by 1,561 · see citing works
The interplay of evidence and consequences in the validation of performance assessments
Messick, S. (1994) · Educational Researcher · doi:10.3102/0013189x023002013 · Cited by 1,315 · see citing works
Information searching strategies in web-based science learning: the role of internet self-efficacy
Tsai, M.-J., & Tsai, C.-C. (2003) · Innovations in Education and Teaching International · doi:10.1080/1355800032000038822 · Cited by 470 · see citing works
Are young generations in secondary school digitally competent? A study on Italian teenagers
Calvani, A., Fini, A., Ranieri, M., & Picci, P. (2012) · Computers & Education · doi:10.1016/j.compedu.2011.10.004 · Cited by 318 · see citing works
Kuiper, E., Volman, M., & Terwel, J. (2005) · Review of Educational Research · doi:10.3102/00346543075003285 · Cited by 273 · see citing works
Junior high school students' Internet usage and self-efficacy: A re-examination of the gender gap
Tsai, M.-J., & Tsai, C.-C. (2010) · Computers & Education · doi:10.1016/j.compedu.2009.11.004 · Cited by 197 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
The relation between 21st-century skills and digital skills: A systematic literature review
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.03.010 · Cited by 2,006 · see citing works
Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy
Siddiq, F., & Scherer, R. (2019) · Educational Research Review · doi:10.1016/j.edurev.2019.03.007 · Cited by 297 · see citing works
Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016) · Educational Research Review · doi:10.1016/j.edurev.2016.05.002 · Cited by 269 · see citing works
Gender and socioeconomic related differences in performance based ICT competences
Aesaert, K., & van Braak, J. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.12.017 · Cited by 188 · see citing works
Self-citationJin, K.-Y., Reichert, F., Cagasan, L. P., de la Torre, J., & Law, N. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103968 · Cited by 178 · see citing works
Wang, X., Wang, Z., Wang, Q., Chen, W., & Pi, Z. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12546 · Cited by 62 · see citing works
- Authors
- Aesaert, K., van Nijlen, D., Vanderlinde, R., & van Braak, J.
- Affiliations
- Ghent University (BE)
- Corresponding author
- Aesaert, Koen
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2014-07
- Volume
- 76
- Pages
- 168-181
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W1986616731
- Cited by
- 132
- References
- 7
- Citations by year
- 2026: 7 · 2025: 5 · 2024: 14 · 2023: 13 · 2022: 18 · 2021: 15 · 2020: 12 · 2019: 13 · 2018: 11 · 2017: 8 · 2016: 6 · 2015: 8 · 2014: 2
- FWCI
- 22.19
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- Ghent University Academic Bibliography (Ghent University) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Social Sciences › Gender Studies › Gender and Technology in Education
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Keywords
- ICT competence, digital data processing, digital communication skills, elementary school students, performance-based assessment, scale development, test validation, item response theory, self-efficacy
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
