Digital Inequality

research on skills, uses, and outcomes of Internet technology

NetvibesLastfmPownceGoogleLinkedin

Projects

From digital skills to tangible outcomes
Skils uses outcomes238x194

21st-century Digital Skills
sitelogo

Social Context of Digital Inequality
image

 

Greef, M. de, Segers, M., Nijhuis, J., J.F. Lam, Groenestijn, M. van, van Hoek, F., van Deursen, A.J.A.M., Bohnenn,E. & Tubbing, M. (2015). The development and validation of testing materials for literacy, numeracy and digital skills in a Dutch context. International Review of Education, 61(5), 655-671. doi:10.1007/s11159-015-9519-4

 

Abstract
Besides work-oriented training, most Dutch adult learning courses of formal and non-formal education focus on three basic skills: literacy, numeracy and problem solving in technology-rich environments. In the Netherlands, the Ministry of Education, Culture and Science recently initiated the development of a new adult education framework concerning literacy, numeracy and digital skills. In order to monitor the progress of literacy, numeracy and digital competencies, it is necessary to develop and validate testing materials for specific competencies. This study validates the testing materials which were developed to assess learners’ proficiency in literacy (reading and writing), numeracy and digital skills based on the new Dutch framework. The outcome is that the materials proved valid and can be used in different courses referring to basic skills and adult learning, though there are still some limitations. Besides adult education professionals (such teachers and trainers), policy makers can also use the results of these tests in order to describe and monitor the impact of adult education on the lives of adult learners.