数据素养评估:系统文献综述

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2023-01-02 DOI:10.1080/0969594X.2023.2182737

Yingqi Cui, Fu Chen, A. Lutsyk, Jacqueline P. Leighton, M. Cutumisu

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引用次数: 4

摘要

随着21世纪可用数据量的指数级增长，数据素养技能在工作场所和日常生活中变得至关重要。本文提供了针对不同受众和教育水平的可用数据素养评估的系统回顾。研究结果可以帮助研究人员和从业者更好地了解数据素养评估的现状，包括以下几个方面:1)教育水平和受众;2)数据素养的定义和能力;3)评估类型和项目格式;4)信效性证据。本综述的结果使我们得出结论，数据素养的教学和评估仍然是教育中的一个新兴领域。因此，非常需要高质量的评估工具，为学生和教师提供有价值的见解，以监测进度，促进和支持教与学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Data literacy assessments: a systematic literature review

ABSTRACT With the exponential increase in the volume of data available in the 21st century, data literacy skills have become vitally important in work places and everyday life. This paper provides a systematic review of available data literacy assessments targeted at different audiences and educational levels. The results can help researchers and practitioners better understand the current state of data literacy assessments in terms of issues related to 1) educational levels and audiences; 2) data literacy definitions and competencies; 3) assessment types and item formats; and 4) reliability and validity evidence. The results from the present review led us to conclude that teaching and assessing data literacy is still an emerging field in education. Therefore, high-quality assessment tools are greatly needed to provide valuable insights for students and instructors to monitor progress as well as facilitate and support teaching and learning.

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.