Data literacy assessments: a systematic literature review

被引：23

作者：

Cui, Ying ^{[1
]}

Chen, Fu ^{[2
]}

Lutsyk, Alina ^{[1
]}

Leighton, Jacqueline P. ^{[1
]}

Cutumisu, Maria ^{[1
]}

机构：

[1] Univ Alberta, Ctr Res Appl Measurement CRAME, Edmonton T6G 2R3, AB, Canada

[2] Univ Macau, Taipa, Peoples R China

来源：

ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE | 2023年 / 30卷 / 01期

关键词：

Data literacy; assessment; evaluation; 21(st) century competencies; quantitative skills; INTERVENTION; PRESERVICE; INSTRUMENT; STUDENTS;

D O I：

10.1080/0969594X.2023.2182737

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

With the exponential increase in the volume of data available in the 21(st) 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.

引用

页码：76 / 96

页数：21

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