Techniques for Assessing Digital Literacy Skills

 

Assessing digital literacy skills requires a multifaceted approach encompassing various purposes and techniques tailored to the specific competencies being evaluated (Reichert et al., 2023). Digital literacy comprises multiple skills, including information literacy, media literacy, digital communications, cybersecurity awareness (privacy and safety), critical thinking and problem-solving using digital tools, coding/programming, and, more recently, artificial intelligence literacy. In this blog post, we present information about assessment types, and techniques and link them to digital literacy. As a summary, we include a table that matches assessment techniques with their purposes, key features, educational impact, and types.

 

Assessment Types

Assessments can be formative, summative, or performance-based: 

• Formative Assessments are conducted during the learning process to provide ongoing feedback for instructors and adult learners so that they can adjust their teaching and learning strategies.
• Performance-based Assessments are used to evaluate the ability of learners to perform tasks in real or simulated environments. These can be formative or summative assessments.
• Summative Assessments occur at the end of a learning period and are used to evaluate the total learning outcomes.

 

Assessment Techniques

Assessment techniques are specific methods or tools to gather information about learners' knowledge, skills, abilities, and performance (Hill, 2020). Common techniques used to assess digital literacy skills include 1) formative assessment with feedback, 2) practical application, and 3) simulations with case-based scenarios.

 

1.     Formative Assessment with Feedback

Formative Assessment Tools: Incorporate formative assessment tools such as online polls, surveys, exit tickets, or quick quizzes to gauge learners' understanding and real-time progress.

Online Quizzes and Tests: Use online quizzes and tests to assess learners' knowledge of digital concepts, terminology, and best practices. Questions can address internet safety, cybersecurity, digital citizenship, software applications, file management, and basic troubleshooting. Provide immediate feedback to learners to reinforce learning and address misconceptions.

Digital Portfolios: Have learners compile digital portfolios that highlight their digital creations, projects, and reflections on their learning journey. Portfolios can include work samples, self-assessments, reflections on challenges and successes, and evidence of growth over time. Assess portfolios based on criteria such as organization, depth of reflection, creativity, and mastery of digital skills.

Online Discussions and Collaborative Activities: Facilitate online discussions and collaborative activities that require learners to communicate, collaborate, and problem-solve in digital environments. Assess participation, contributions, and collaboration skills demonstrated during these activities. Use rubrics or checklists to evaluate communication effectiveness, teamwork, and digital etiquette.

Online Assessment Tools: Employ online assessment tools and platforms for evaluating digital literacy skills. These tools may include interactive simulations, adaptive quizzes, coding challenges, digital storytelling platforms, and gamified learning experiences. Analyze learners' performance data and engagement metrics to identify areas for improvement and personalize instruction.

2.     Practical Application

Performance-Based Tasks: Create tasks that require learners to perform specific actions using digital tools or platforms. For example, tasks might include creating a document in a word processing program, conducting online research, organizing data in a spreadsheet, or designing a presentation. Assess learners based on the quality and efficiency of their performance.

Digital Projects: Assign digital projects that allow learners to demonstrate their creativity, critical thinking, and technical skills. Projects could involve creating multimedia presentations, websites, blogs, podcasts, videos, or digital artwork. Assess the projects based on content relevance, organization, multimedia integration, and technical proficiency.

Authentic Assessments: Design authentic assessments that require learners to apply digital literacy skills in real-world contexts relevant to their interests, academic pursuits, or future careers. Authentic assessments may involve creating a digital marketing campaign, analyzing data sets, coding a software application, or designing a website for a local business.

3.     Simulations and Scenario-Based Learning

Simulations: Develop environments or scenarios that mirror real-life digital tasks or challenges. For instance, simulating an online shopping experience, navigating social media privacy settings, or troubleshooting common computer issues. Observe learners' interactions and decision-making processes within the simulation to assess their digital problem-solving skills and strategies.

The table below organizes these assessment techniques by their purposes, key features, educational impact, and type of assessment.

Technique	Purpose	Key Features	Educational Impact	Type of Assessment
1.     Formative Assessments with Feedback
Online Quizzes and Tests	Assess knowledge of digital concepts and practices.	Questions on internet safety, cybersecurity, digital citizenship.	Provides immediate feedback; ensures understanding of fundamental digital concepts.	Summative
Digital Portfolios	Showcase and reflect on digital learning journey.	Collection of digital work, reflections, and assessments.	Encourages self-assessment and continuous learning; demonstrates growth and mastery.	Formative, Summative
Online Discussions and Collaborative Activities	Enhance communication and collaboration in digital environments.	Forums and collaborative tasks online.	Builds communication and teamwork skills; fosters community engagement.	Formative, Summative
Online Assessment Tools	Evaluate and enhance digital literacy skills.	Interactive simulations, quizzes, and gamified learning experiences.	Offers personalized insights; supports adaptive learning and skill development.	Formative, Summative
1.     Practical Application
Performance-Based Tasks	Develop practical skills using digital tools.	Hands-on activities with digital tools like word processors, spreadsheets.	Enhances operational proficiency in technology use; promotes task-specific skills.	Summative
Digital Projects	Foster creativity and technical skills through project creation.	Creation of multimedia presentations, websites, blogs, etc.	Encourages innovation, critical thinking, and comprehensive technical skill application.	Summative
Authentic Assessments	Apply digital skills in real-world contexts.	Realistic tasks like digital marketing campaigns, software coding.	Improves ability to transfer skills to real-life scenarios; enhances job-relevant competencies.	Summative, Performance-based
2.     Simulations with Case-Scenarios
Simulations	Mirror real-life digital challenges for problem-solving practice.	Scenarios like online shopping, navigating privacy settings.	Develops decision-making and problem-solving skills in realistic settings.	Formative, Summative

 

By employing these assessment techniques, educators can effectively assess adult learners' digital literacy skills across various domains, including technical proficiency, critical thinking, creativity, communication, collaboration, and responsible digital citizenship. Additionally, providing opportunities for practice, feedback, and reflection can support learners in developing and refining their digital skills over time.

References

Hill, L. H. (2020). Assessment, evaluation, and accountability in adult education. Stylus.

Reichert, F., Pan, Q., & Chen. L. L. (2023). Digital literacy assessment. UNESCO Global Education Monitoring Report Team. https://unesdoc.unesco.org/ark:/48223/pf0000386202

 

Assessment Essentials: What Educators Need to Know

 

 

Assessment is integral to teaching and learning. It is an essential component of education that helps educators, students, and administrators understand the effectiveness of teaching and learning. Assessment results provide information about adult learners’ strengths and weaknesses, areas needing improvement, and learners’ achievements related to learning objectives and standards. When done well, the assessment also provides information about teaching effectiveness, the relevance of instruction to learners, and what should be modified for future instruction (Hill, 2020). In all settings, assessment is not an empty exercise. Still, it provides valuable information about what adult learners know, what they are learning, and what needs to happen next to facilitate continued learning (Hill, 2020).

 

Purposes of Assessment

Assessment has several interrelated purposes: identifying and communicating learning goals and outcomes, helping students achieve these goals through activities that promote active, engaged learning, and analyzing, reporting, and reflecting on results that lead to continued improvement. Information gained from assessments can be used to inform learners of how well they are doing and what learning strategies they could use to facilitate improvement. At the same time, instructors can learn from assessments to identify ways that their lessons can be improved to meet the needs of their students better.

 

Principles of Assessment

Principles of assessment articulated by people recognized for their expertise include (Hutchings et al., 2012):

1. Assessment works best when educators understand adult learning as multidimensional, integrated with daily life and work, and revealed in performance over time.
2. Assessment functions best when programs have well-defined, explicit objectives.
3. Assessment requires consideration of desired outcomes and learning experiences that lead to the outcomes.
4. Assessment is most effective when it occurs regularly rather than sporadically.
5. Assessment makes a difference when it starts with practical concerns and sheds light on issues that matter to adult learners.
6. Assessment is more apt to foster improvement when integrated with societal and workplace conditions promoting change.

 

Assessment Planning

Figure 1 contains an Assessment Planning Cycle that integrates instructional lessons and assessments. It represents an iterative process used consistently to promote effective teaching and learning.

 

Figure 1: The Assessment Planning Cycle

 

 

Both instructional lessons and assessments should be aligned with learning objectives. That means that planning instruction and assessments should be conducted simultaneously.

 

1. Align Lesson Objectives with Digital Literacy Competencies

• Define clear and measurable learning objectives for the lesson.
• The learning activities and outcomes should be directly tied to enhancing students' digital skills.

 

2. Incorporate Digital Literacy Skills and Assessments into Lesson

• Design lesson plans that explicitly incorporate digital literacy skills.
• Select appropriate technologies, digital tools, and online resources.
• Identify learning assessments linked to digital literacy competencies.

 

3. Implement Lesson

• Facilitate activities that encourage the use of digital skills.
• Provide opportunities to practice these skills in a real-world context.

 

4. Assess Learners' Proficiency Toward Competencies

• Assess students' proficiency in the targeted digital literacy competencies.
• Use formal tests and assignments for observations and self-assessments.

 

5. Link Learner Competency to Job Placement

• Link the acquired digital literacy competencies to potential job placements or career paths.
• Verify that the curriculum is aligned with industry standards.

 

By following these steps, educators can create a structured and effective teaching and learning process that supports student growth and achievement of digital literacy skills. Each step builds upon the previous one, leading to a comprehensive cycle of instruction, assessment, and feedback that promotes adult learning.

 

References

Hill, L. H. (Ed.) (2020). Assessment, evaluation, and accountability in adult education. Stylus.

Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice. Aging nicely. National Institute for Learning Outcomes Assessment. Available https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf

Reskilling and Upskilling: Adapting to Changing Workplace Responsibilities

By Lilian H. Hill 

The digital revolution is changing how we work, consume, communicate, and access information, goods, and services. The digital revolution has imposed new business models, new payment methods, and new ways of buying, finding information, communicating, and relating. Hall (2023) indicates that as “technologies and organizational requirements evolve, in-demand skills will do the same” (para. 1). The World Economic Forum indicates that the Fourth Industrial Revolution is “creating demand for millions of new jobs, with vast opportunities for fulfilling people’s aspirations and potential. Yet, at present, the dominant trend and narrative remains one of unequal opportunity, job displacement and widening inequality. In the job market, half the global labour force might need reskilling by 2025” (2023, para. 4).

The Future of Jobs report (World Economic Forum, 2023) estimates that:

• 23% of jobs are expected to change by 2027, with 69 million new jobs created and 83 million eliminated.
• Over two-thirds of skills considered important in today’s job requirements will change five years from now.
• A third of the essential skills in 2025 will consist of technological competencies not yet considered crucial to today's job requirements.
• Among the 10 fastest-growing jobs, these include AI and machine learning specialists, information security analysts, data analytics and scientists, and digital transformational specialists.
• Among the 10 rapidly declining jobs include bank tellers, data entry clerks, cashiers, and material reporting and inventory managers.  

 

Jobs that are growing the fastest did not exist in the past, while demand for familiar clerical roles is declining because that type of role will be replaced by digital technologies and artificial intelligence. According to Li (2022), “These new jobs are more adapted to the new division of labor between humans, machines, and algorithms” (p. 10). He concludes that “nearly every job will change, and the overwhelming majority of today’s employees will need to learn new skills” (p. 11). The result of the rapid transformation of business is that many industries, such as technology, data analysis, cybersecurity, and healthcare, are contending with skills shortages in critical areas.

 

Reskilling and Upskilling

 

Reskilling and upskilling for digital work environments have become increasingly crucial as technology reshapes industries and job requirements. Workforce training initiatives will help to address skills gaps by providing individuals with the training and education necessary to fill high-demand roles and support industry growth. 

 

 

Reskilling involves learning new skills or acquiring knowledge in a different field or industry to transition into a new job role or career path. It typically occurs when individuals need to pivot their careers due to changes in the job market, technological advancements, or shifts in industry demand. Reskilling allows individuals to leverage their existing skills while developing new competencies that align with emerging opportunities and market demands.

 

 

 

Upskilling refers to the process of acquiring new skills or enhancing existing skills to perform better in one's current job role or to prepare for advancement within the same field or industry. It involves gaining additional knowledge, competencies, or certifications related to one's profession or area of expertise. Upskilling enables individuals to stay relevant in their roles and adapt to changes in technology, industry trends, and job requirements.

 

 

Need for Reskilling and Upskilling

Many industries face skill shortages in data analysis, cybersecurity, programming, and digital marketing. Reskilling and upskilling programs help bridge these skill gaps by providing workers with the necessary knowledge and expertise to succeed in today's dynamic and rapidly evolving work environment.

Factors prompting the need for reskilling and upskilling include:

• Rapid Technological Advancement: Technology is evolving at an unprecedented pace, leading to the emergence of new tools, platforms, and systems. Reskilling and upskilling are necessary for individuals to keep up with these advancements and remain competitive in the job market.
• Changing Job Requirements: Automation and artificial intelligence are replacing or augmenting many traditional jobs. Reskilling and upskilling enable workers to adapt to changing job roles and requirements, ensuring continued relevance.
• Globalization and Digitalization of Work: The digital age has transformed how we work, with many tasks now being conducted remotely and collaboratively across borders. Digital literacy skills are essential for effectively navigating this globalized and digitalized work environment.
• Promoting Innovation and Creativity: Digital literacy skills enable individuals to explore new ideas, experiment with different technologies, and innovate in their respective fields. Reskilling and upskilling foster a culture of creativity and innovation within organizations.
• Future-Proofing Careers: In a rapidly changing job market, individuals need to future-proof their careers by continuously updating their skills and knowledge. Reskilling and upskilling ensure that workers remain adaptable and resilient in the face of technological disruptions and economic changes.

Responsibility for Reskilling and Upskilling

The responsibility for reskilling and upskilling in the context of digital literacy can be shared between employers and employees, and it often depends on the specific circumstances and dynamics of the organization. Many employers recognize the importance of having a digitally literate workforce and investing in training programs to upskill and reskill their employees.

Employers can provide access to online courses, workshops, seminars, and other resources aimed at enhancing digital literacy skills. They can also create a supportive environment that encourages employees to continuously learn and develop their digital skills.

 

Employees should take ownership of their professional development and actively seek opportunities to improve their digital literacy skills. They can proactively identify areas where they need to reskill or upskill and take advantage of available resources to acquire new knowledge and abilities. Employees can also seek feedback from supervisors and colleagues to gauge their proficiency in digital literacy and identify areas for improvement.

 

Ideally, employers and employees should collaborate to promote reskilling and upskilling in digital literacy. Employers can provide employees with the necessary resources, support, and incentives to enhance their digital skills. Employees, in turn, should demonstrate a commitment to lifelong learning and actively engage in opportunities to develop their digital literacy capabilities. Ultimately, both employers and employees benefit from a proficient workforce in digital literacy, as it enhances productivity, innovation, and competitiveness in today's digital economy.

Overall, reskilling and upskilling in the digital age are essential for individuals and organizations to thrive in an increasingly digital and interconnected world. By investing in continuous learning and professional development, individuals can unlock new opportunities and contribute to advancing their careers and industries.

 

Education for the Future of Work

Failure to address workers' educational needs will lead to millions of displaced workers and business entities being hampered by a lack of suitably prepared employees. Obstacles to creating reskilling and upskilling education include business leaders who lack vision or the skills to address workforce training needs and individuals who are unwilling to change because they do not understand the need or are fearful of learning new skills.

 

To prepare workers for Industry 4.0, Li (2022) proposed a collaborative educational ecosystem that would engage early childhood education, K-12 education, technical and vocational education, higher education, continuing education, workplace training, and nontraditional learning options, including self-study, certification programs, and seminars or conferences. To execute this initiative, unprecedented cooperation among business, education, government, and policy makers will be required.

 

 

References

Hall, J. (2023, February 24). Why Upskilling and Reskilling Are Essential In 2023. Forbes. Available https://www.forbes.com/sites/johnhall/2023/02/24/why-upskilling-and-reskilling-are-essential-in-2023/?sh=7fddaf7e4088

Li. L. (2022). Reskilling and Upskilling the Future‑ready Workforce for Industry 4.0 and Beyond. Information System Frontiers, https://doi.org/10.1007/s10796-022-10308-y

World Economic Forum (2023, May). The Future of Jobs Report 2023. Available https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf

World Economic Forum (n.d.). Reskilling Revolution. Available https://initiatives.weforum.org/reskilling-revolution/home