Psychometric validation of an information literacy assessment tool in secondary education

Abstract

INTRODUCTION. In a society in continuous transformation, led by the omnipresence of information and communication technologies, the requirement of a training based on key competences is imposed at educational centers. Among these competences, those ones related to the information management and the digital competence are which most stand out. In the presence of the lack of acceptable and specific tools adapted to Secondary Education to assess these competences, and also in the face of the high demand in that regard by teachers, an instrument for the assessment of the real level on information competences in students belonging to Secondary Education and its validation under scientific and statistical criteria is presented. METHOD. From a pilot sample with 285 students belonging to secondary schools from Castile and Leon and Andalusia spread out in 22 groups, this instrument is accepted from the point of view of the Item Response Theory. RESULTS. The results show high levels of reliability in the four dimensions of the instrument and they also reflect how processing and information communication dimensions show a better adjustment to the model than those of search and assessment. As a consequence, a detailed analysis of the adjustment of each item is implemented in the ability level of individuals with medium and heavy skills. DISCUSSION. Pointing out the need of the development and improvement of this type of scales, it is concluded that these contribute and make easier the assessment of key competences by teachers; an aspect considered as lacking in their basic training. Likewise, it discussed about the advance that this instrument involves for the scientific and educational community in relation to those ones existing previously. Finally, it shows the strengths and weaknesses of the instrument and procedure presented, pointing to some investigation lines that the present project keeps open.