MODEL FOR VALIDATING COGNITIVE STRUCTURE AND ASSESSMENT AN A ICT LITERACY PROFICIENCY TEST IN SECONDARY SCHOOL STUDENTS

摘要

Today, is required an ICT (Information and Communication Technologies) literacy proficiency in the people. The ICT literacy proficiency is defined as the ability to use digital technology, communication tools, and networks appropriately to solve information problems in order to function in an information society. This includes the ability to use technology as a tool to research, organize, evaluate, and communicate information. A computer system for diagnostic ICT literacy proficiency in secondary students in Mexico City is developing. This system include interactive simulations which emulates the features of a real software products ( word processing, electronic sheet, internet search engine, presentation system and Chat). This system also includes monitors which follows the test taker's progress through the simulation to determine if the students answered a question correctly. In this paper is presented the model for validate the cognitive structure and scoring the ICT literacy proficiency test in a computer-based system. The model concerns the confluence of measurement models, statistical inference, and cognitive diagnosis in the design and analysis of an assessment model of ICT literacy proficiency. The system assessment is a comprehensive test of ICT proficiency specifically designed for the secondary education environment. The system uses real-time, scenariobased tasks (not multiple-choice questions) to assess five ICT skills: obtaining information, managing information, evaluating, creating and communicating. When the purpose of an assessment includes what kind of knowledge, skill or ability we want to make inferences about, we need new assessment paradigms. Taking some ideas from Evidence Centered Assessment Design and the Rule Space approach, we proposed a Model for evaluated a cognitive structure and identifying several evidences that represent the knowledge, skills, and abilities we wish to assess The proposed method of cognitive structure validation makes the assumption that for each test item exists a continuous latent variable, which represents the ability required for correct solution of the ICT test item. The proposed model has three parts. The first is the cognitive evaluation of skills structure, using structural equation model (with LISREL). The second is a series of Evidence Rules that describe how to identify and evaluate essential features of the Work Product in information technologies. The third is a statistical model based in multidimensional item response theory (MIRT) for scoring the ICT test. The MIRT considers the relationship between the unobservable variables (ICT skills), conceptualized as constructs, and the probability of the examinee correctly answering any particular item of the ICT literacy test.