How Do Learners Perceive and Evaluate Their Digital Skills?

How Do Learners Perceive and Evaluate Their Digital Skills?

Miroslava Černochová (Charles University, Czech Republic), Hana Voňková (Charles University, Czech Republic), Jiří Štípek (Charles University, Czech Republic) and Petra Černá (Charles University, Czech Republic)
DOI: 10.4018/978-1-7998-0420-8.ch067
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Self-assessment is commonly used in educational research (PISA, ICILS, etc.) and in real-life situations (advertisement for a post on labour market, etc.). Research studies demonstrate that in mathematics some people either over- or underestimate their competence. A similar situation can be expected in self-assessment of ICT skills. The authors of this article introduce pilot research carried out among Bachelors student teachers aimed at identifying key factors (economic, cultural, social, and personal) that may influence how young people perceive their digital literacy and knowledge.
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Literature Review: Research Focused On Self-Assessment Of Ict Skills

Self-assessments of ICT skills may focus on confidence in ICT literacy activities (e.g. How confident are you in your ability to do this activity?), or on the frequency of ICT literacy activities (e.g. How often have you done the activity over the past three years?), or on general skills (e.g. How familiar were you already with the application for editing video?) (Katz & Macklin, 2007, p. 54). Shrauger & Osberg, (1981) suggest that, “It is probably unwise to assume that most people can accurately assess their own skills and abilities. … Self-assessments are imperfect mainly because of two indisputable facts: people are unaware of some of the most important things about themselves, and they tend to present themselves in socially desirable way.” (in Powers, 2002, p. 1). However, “self-assessment of various sorts (self-report, checklists, self-testing, mutual peer assessment, diaries, log books, behaviourally-anchored questionnaires, global proficiency scales, and “can-do” statements) have proven valid in a variety of low-stakes contexts (especially in the assessment of language skills)” (Oscaron, 1989, 1997 in Powers, 2002, p. 1).

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