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Using Multivariate Statistics

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

Thank you for downloading applied missing data analysis. Maybe you have knowledge that, people have look hundreds times for their favorite readings like this applied missing data analysis, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they juggled with some malicious bugs inside their laptop. applied missing data analysis is available in our digital library an online access to it is set as public so you can download it instantly. Our digital library hosts in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the applied missing data analysis is universally compatible with any devices to read.

Applied Missing Data Analysis

Nursing Research—Principles and Methods

International Society for Technology in Education.

The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practic...

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Newly qualified teachers’ professional digital competence: implications for teacher education

During the last decade, information and communication technology has been given an increasingly large importance in our society. There seems to be a consensus regarding the necessity of supporting and developing school-based digital competence. In order to sustain digital inclusion, schools need to identify digital deficiencies and digital achievements. The concept of digital competence is scrutinized and discussed. This paper presents a research study including 4087 students from 24 upper secondary schools. The aim of the study was to scrutinize factors predicting students' digital competence, here operationalised as Digital judgements, To acquire and process digital information and To produce digital information. Analysis revealed substantial variation in digital competence between schools and within schools. The conditions at home, i.e. language integration and cultural capital, together with mastery orientation and academic aspirations did predict digital competence, and explained a substantial share of the total variation in digital competence. There are differences in what students mastered with ICT, and therefore, the students have various requirements. Further, the students attend heterogenic schools facing different kinds of challenges. Hopefully, the schools and teachers are willing to use the results from the test, and moreover, the test results can contribute to needs-based interventions and follow-ups.

Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion

Self-efficacy is an important concept for understanding learning and achievement. The concept covers students' self-confidence and their expectations for future performance. Students' learning experiences are crucial for the development of self-efficacy beliefs, which may affect students' achievements. The present study explores how self-efficacy can be contextualized with information and communication technology in 15 countries. A theoretical model is built and tested in each country based on data from the International Computer and Information Literacy Study 2013. The analyses show that experience with technology, autonomous learning, and socioeconomic background explain the variations in ICT self-efficacy. Further, gender, self-efficacy, and socioeconomic background play important roles in understanding students computer and information literacies. This indicates that ICT self-efficacy is positively related to computer and information literacy when controlled for other student characteristics and background contextual variables. The results reveal a clear distinction between ICT self-efficacy and computer and information literacy. A distinction between what students believe they can do and what they actual achieve.Self-report and a test provide different types of information about students.ICT experience, autonomous learning and SES explain variation in ICT self-efficacy.Gender, self-efficacy and SES explain variation in computer and information literacy.

/pdf/students-ict-self-efficacy-and-computer-and-information-2bjtxsbmdh.pdf

Students ICT self-efficacy and computer and information literacy

Students' self-efficacy in using information and communication technology (ICT) is among the most important motivational constructs that are related to their ICT acceptance, use, and literacy. The present study attempts to generate new knowledge about the role of ICT self-efficacy for students' ICT use and their computer and information literacy (CIL). Using the Norwegian data obtained from the International Computer and Information Literacy Study (ICILS) in 2013 (Nź=ź2410 students in grade level 9), we distinguish between self-efficacy in basic and advanced ICT skills and examine the relations to students' ICT use for different purposes (school-related task learning, study purposes, and recreation) and their achievement in a CIL test. The results show that: (1) self-efficacy in basic ICT skills is positively related to CIL achievement, whereas self-efficacy in advanced ICT skills shows a negative relation; (2) ICT use and ICT self-efficacy are positively correlated for some of the ICT use purposes; (3) there is an indirect effects of ICT use on CIL achievement via ICT self-efficacy; (4) this indirect effect holds for both female and male students. Our findings point to a potential mechanism that links ICT use, self-efficacy, and CIL. Implications for future research and educational practice are discussed. ICT self-efficacy and computer and information literacy (CIL) are correlated.ICT use for task learning and CIL are related via ICT self-efficacy.ICT use for recreation and CIL are related via ICT self-efficacy.The indirect effects hold for girls and boys.Self-efficacy in basic and advanced ICT skills relate differently to CIL.

The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test

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

Ove Edvard Hatlevik

Papers

Newly qualified teachers’ professional digital competence: implications for teacher education

Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion

Students ICT self-efficacy and computer and information literacy

The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test

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