Table 3 Digital literacy assessment measures
Measure | Year | Country | Population | Purpose | Indicators | Type of test | Length (items, time) |
|---|---|---|---|---|---|---|---|
iSkills Assessment (Katz, 2007) | 2007 | United States | Young adults | To measure students' ability to navigate, critically evaluate and make sense of the wealth of information available through digital technology | Define Access Evaluate Manage Integrate Create Communicate | Skill-based test | 15 tasks, 75Â min |
ACTS21 Assessment (Griffin et al., 2012) | 2012 | Australia Finland Singapore USA Costa Rica Netherlands | Adolescents | To evaluate the skills of students in the twenty-first century and to introduce the learning in the curricula | Knowledge Skills Attitudes Values Ethics | Skill-based test | NR, NR |
TEL Assessment (US Department of Education, 2018) | 2018 | United States | Adolescents | To assess technological literacy knowledge and skills that identifies the understandings and applications of technology principles that are important for all students | Technology and society Design and systems Information and communication technology | Skill-based test | NR, 60Â min |
International Computer and Information Literacy Study (ICILS) Assessment (Fraillon et al., 2019) | 2019 | United States | Adolescents | To investigate, in a range of countries, the ways in which young people are developing computer and information literacy to support their capacity to participate in the digital age | Understanding computer use Gathering information Producing information Digital communication Attitudes towards information and communication technologies | Skill-based test + Questionnaire | NR, 80 min |
Nicholas and Ng (2019) | 2019 | Australia | Adolescents | To investigate Australian students’ perceptions of their ability to use mobile technology for learning and everyday activities | Social emotional Cognitive: Understanding multimodality Cognitive: Assess and apply Technical skills | Questionnaire | 26 items, NR |
Lazonder et al. (2020) | 2020 | Netherlands | Children | To assess how children's skills to collect, create, transform, and safely use digital information progressed | Operating browsers and search engines Using keywords and queries Evaluating information Safe and secure use of online information | Questionnaire | 16 items, NR |
Saxena et al. (2018) | 2018 | India | Young adults | To assess the digital literacy and smartphone usage amongst dental students including their perspicacity about smartphone/internet usage for learning purposes | Smartphone/internet usage Assessment of digital literacy Students' attitudes towards implementation of e-technology in the dental curriculum | Questionnaire | NR, NR |
Hatlevik et al. (2017) | 2017 | Norway | Adults (teachers) | To examine the relationship between teacher’s self-efficacy, strategic use of information, digital competence, and use of information and communication technologies | Self-efficacy in basic information and communication technologies Self-efficacy in online collaboration Strategies to evaluate information Use of information and communication technologies Digital competence | Questionnaire | 26 items, NR |
Information and communication technologies (ICT) literacy scale (Hatlevik, 2017) | 2017 | Norway | Adolescents | To assess the overall measurement invariance and potential differential item functioning of an information and communication technologies literacy measure across gender | Searching and processing Producing Communicating Evaluating digital information | Questionnaire | 14 items, NR |
Nguyen and Habók (2020) | 2020 | Vietnam | Young adults | To assess students’ digital knowledge and their perceived skills, their attitudes toward the use of digital technologies, and the frequency of use of technology applications in English learning | Searching and evaluating information Creating Communicating Collaborating E-safety | Questionnaire | 5 sections, NR |
Perdana et al. (2019) | 2019 | Indonesia | Adolescents | To measure students' digital literacy skills and prove whether there were differences in student skills based on education levels | Knowledge Assembly Content evaluation Internet searching Hyper textual navigation | Questionnaire | 10 items, 60Â min |
Jin et al. (2020) | 2020 | China | Children and adolescents | The development of an assessment suitable for measuring DL at primary and secondary school levels | Information and data literacy Communication and collaboration Digital content creation Digital safety Problem solving | Questionnaire | 80 items, 50Â min |
Screenshots program evaluation (Bickham et al., 2021) | 2021 | United States | Children | To evaluate the Screenshots program in increasing participants’ knowledge about key concepts of digital citizenship and in shifting beliefs and intended behaviors to align with prosocial and safe online interactions | Curriculum knowledge Online bullying Online citizenship beliefs Online citizenship behaviour Conflict resolution Responsiveness and relevance | Questionnaire | 43 items, 20 min |
Youth Digital Citizenship Scale (Kim & Choi, 2018) | 2018 | Korea | Adults (teachers) | To evaluate digital citizenship among adolescents from their teachers perspective | Self-identity Activity in online Fluency for digital environment Ethics for digital environment | Questionnaire | 18 items, NR |
Security, privacy, and digital literacy knowledge measure (SPDLK) (Maqsood & Chiasson, 2021) | 2021 | Canada | Children | To assess cybersecurity, privacy, and digital literacy knowledge pre- and post-participation in the "A Day in the life of Jos" digital literacy program | Cybersecurity Privacy Digital literacy | Questionnaire | 15 items, 15Â min |
Digital Citizenship Scale (DCS) (Choi et al., 2017) | 2017 | United States | Adults | To measure abilities, perceptions, and levels of participation of young adults in Internet based community | Internet political activism Technical skills Local/global awareness Critical perspective Networking agency | Questionnaire | 26 items, NR |
Be Internet Awesome Evaluation (Jones et al., 2023) | 2023 | United States | Children | To assess the impact of the Be Internet Awesome program for youth (grades 4–6) on knowledge, attitudes, and behaviors related to improved safety online | Technology use Knowledge of online safety concepts Self-efficacy to handle online problems Online privacy behaviors and attitudes Online harassment Help-seeking from adults for online problems Online civility behaviors | Questionnaire | 27 items, 30–40 min |
Evaluation of Digital Competence for Compulsory Education Students (ECODIES) (Casillas-MartÃn et al., 2020) | 2020 | Spain | Adolescents | To assess the level of digital competence through knowledge, abilities, and attitudes among compulsory education students | Information Communication Content creation Safety Problem solving | Questionnaire | 108 items, NR |