Psycho-Technical study of a digital competence assessment tool for problem-solving skills of compulsory education students

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doi:10.15359/ree.25-3.2

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Artículo • Educare 25 (3) • Sep-Dec 2021 • https://doi.org/10.15359/ree.25-3.2 linkcopy

Psycho-Technical study of a digital competence assessment tool for problem-solving skills of compulsory education students

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Abstract

Introduction. The assessment of students’ digital competence is essential as its results provide significant data to design and develop proposals for digital literacy instruments in the education system. Therefore, it is necessary to develop assessment procedures for individuals to overcome their self-limiting beliefs on digital competence and identify their knowledge, skills, and attitudes.

Method. This article presents the results of a study aimed to analyze the psychometric characteristics of a tool to assess the digital competence of Compulsory Education students in the problem-solving competence area. The results were obtained by a descriptive and transversal methodology and a sample composed of 595 students aged 12-14 from 17 educational centers. The data analysis focused on the validity and reliability of the instrument.

Results and conclusion. The main conclusion is that we are faced with an efficient and reliable tool that allows us to identify the level of observed digital competence in the area mentioned above.

Keywords: Compulsory education students; competency assessment; digital competence; digital problem-solving

-	Índice de discriminación (rbp)	Índice de dificultad (AC%)	Media de escala si el elemento se ha suprimido	Varianza de escala si el elemento se ha suprimido	Correlación elemento-total corregida	α de Cronbach si el elemento se ha suprimido
Ítem 1	0,29	0,44	6,51	5,634	,097	,451
Ítem 2	0,41	0,41	6,54	5,360	,223	,418
Ítem 3	0,43	0,56	6,39	5,305	,243	,412
Ítem 4	0,12	0,22	6,73	6,037	-,048	,479
Ítem 5	0,22	0,34	6,61	5,822	,028	,467
Ítem 6	0,48	0,72	6,23	5,235	,324	,395
Ítem 7	0,44	0,82	6,13	5,410	,307	,406
Ítem 8	0,16	0,21	6,74	5,951	-,003	,469
Ítem 9	0,33	0,47	6,48	5,529	,141	,439
Ítem 10	0,31	0,47	6,48	5,587	,116	,446
Ítem 11	0,42	0,45	6,50	5,321	,235	,414
Ítem 12	0,41	0,50	6,44	5,351	,219	,419
Ítem 13	0,31	0,33	6,62	5,600	,130	,442
Ítem 14	0,27	0,32	6,63	5,709	,082	,453
Ítem 15	0,38	0,49	6,46	5,420	,189	,427
Ítem 16	0,25	0,23	6,71	5,773	,078	,453

-	Índice de discriminación (rbp)	Media de escala si el elemento se ha suprimido	Varianza de escala si el elemento se ha suprimido	Correlación total de elementos corregida	Correlación múltiple al cuadrado	α de Cronbach si el elemento se ha suprimido
Actitud 1	0,33	20,93	10,771	0,502	,322	,699
Actitud 2	0,33	21,29	10,843	0,497	,282	,700
Actitud 3	0,34	21,19	10,856	0,428	,199	,719
Actitud 4	0,41	21,45	10,052	0,469	,252	,710
Actitud 5	0,40	21,30	9,993	0,539	,316	,687
Actitud 6	0,30	20,96	11,271	0,446	,235	,714

-	Mínimo	Máximo		Desviación típica
CONOCIMIENTO (máx. 6)	0	6	3,01	1,387
CAPACIDAD (máx. 10)	0	8	3,93	1,597
ACTITUD (máx. 6)	1	5	4,23	0,635
PRUEBA COMPLETA (máx. 22) N=595	0	19	11,19	2,640

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None Universidad Nacional de Costa Rica, Centro de Investigación y Docencia en Educación, CIDE, Revista Electrónica Educare, Heredia, Costa Rica, Apartado postal 86 3000, , Heredia, Heredia,Heredia,Heredia, CR, 86-3000, (506) 8913-6810, (506) 2277-3372 - E-mail: educare@una.cr

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