Diagnostik von ICT Literacy: Messen Multiple-Choice-Aufgaben und simulationsbasierte Aufgaben vergleichbare Konstrukte?: Vergleich der Testergebnisse zweier Instrumente aus den aktuellen Large-Scale-Studien ICILS 2013 und NEPS

Information and Communication Technology (ICT) literacy suggests a performance-based assessment by means of tasks

presenting simulation-based and interactive computer environments. The present article addresses the question of whether multiplechoice

(MC) tasks measure a comparable (similar) construct to simulation-based tasks. For this purpose, we compared the test results of

two large-scale instruments that were collected from a total of 2,075 students: the MC-based ICT literacy test of Grade 9 in the German

National Educational Panel Study (NEPS) and the simulation-based test of the International Computer and Literacy Study (ICILS) 2013. The

analyses support the validity of the construct interpretation of the MC-based test in NEPS. In terms of convergent evidence, the MC-based

tasks correlate substantially with the computer- and simulation-based tasks in ICILS 2013 (.68 ≤ r ≤ .90). Furthermore, moderate positive

and comparably high correlations of the two tests with ICT-related student characteristics (e. g., self-efficacy) underline the construct

interpretation of the NEPS ICT literacy test. Further analyses clearly show that items measuring ICT literacy and items measuring general

cognitive abilities form distinct factors.