Assessing Digital Competencies in Science Learning: A Construct

• In Event: Exploring the Frontiers and Linking Critical Aspects of Assessments in Science

Abstract

What is considered as essential technology skills and abilities has been changing constantly, evolving from emphasizing specific technology skills to focusing on a more holistic view of an integrated set of skills and abilities, ranging from using digital technology skills for various tasks to problem solving abilities, critical thinking, and digital citizenship. How can today’s students develop and utilize technological competencies in learning science? In this paper, we address this question by envisioning an assessment framework that links digital technology literacy and science learning.

Student digital literacy may refer to a range of knowledge and competencies including the ability to use computers and other technologies to improve learning, productivity, and performance and to access, manage, integrate, evaluate, create and distribute information (U.S. Department of Education, 2011; The Educational Testing Services, 2002; Cornell University Digital Literacy Resources 2009). The assessment of student digital literacy includes three common types: self-report questionnaires (Keengwe and Anyanwu 2007; Salaway et al. 2008), online skills assessments (Judson, 2010 ; Roland 2006), and portfolio-based assessments ((Boone 2009; U.S. Department of Education 2011).

Based on an extensive examination of the literature (cite) and especially on the digital competencies developed by Zhao (2009), Lei, Shen & Johnson (forthcoming) proposed the following four sets of indicators of digital technology literacy in the 21st century: knowing, participating, creating, and leading (KPCL, Table 1).
o Knowing. This set of indicators measures students’ sound understanding of available technologies and the nature of the digital technologies and the social, cultural, legal and political responsibilities of using digital technologies.
o Participating. This dimension assesses students’ levels of participation of using advanced technologies in various activities.
o Creating. This dimension focuses on students’ abilities to use digital technologies to create digital products and services.
o Leading. This dimension targets assessing students leadership role in using and creating digital technologies to transform the social and natural environments.

We extend the framework to examine students’ use of digital competency in science learning and provide specific indicators (Table 1). For instance, for the Knowing dimension, students not only need to understand the variety of digital technologies typically used in accessing scientific knowledge, but also understand the implication of the nature of the digital technologies in justifying science knowledge (Clark & Slotta, 2000). Furthermore, students need to understand the social, cultural, legal, and political responsibilities of using digital technologies in acquiring and consuming science knowledge. More details and examples will be included in the full version of the paper.

Although flexible assessment strategies have been developed to assess student digital technology knowledge, skills and abilities, little attention has been paid to developing a framework that focuses on students’ digital competencies embodied in specific content learning processes. Our framework can guide the development of assessment instruments that link digital competencies with science learning. Given the trend of digitization of science curricula, this kind of frameworks is highly desired in assessments in both students’ digital competencies and its application science learning.

Authors

• Jing Lei, Syracuse University

• Ji Shen, University of Miami