Data Literacy Assessments: A Systematic Literature Review

Autor/inn/en	Cui, Ying; Chen, Fu; Lutsyk, Alina; Leighton, Jacqueline P.; Cutumisu, Maria
Titel	Data Literacy Assessments: A Systematic Literature Review
Quelle	In: Assessment in Education: Principles, Policy & Practice, 30 (2023) 1, S.76-96 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cui, Ying) ORCID (Leighton, Jacqueline P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2023.2182737
Schlagwörter	Data; Information Literacy; 21st Century Skills; Competence; Definitions; Evaluation Methods; Test Format; Test Reliability; Test Validity; Elementary Secondary Education; Higher Education; Teachers + Suchen Sie Ihr Suchwort? Daten; Informationskompetenz; Kompetenz; Begriffsbestimmung; Testentwicklung; Testreliabilität; Testvalidität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrer; Lehrerin; Lehrende
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01