Evaluating the validity of the online multiliteracy assessment tool

Buckley-Walker, K; Tognolini, J; Lockyer, L; Brown, I; Caputi, P

Evaluating the validity of the online multiliteracy assessment tool

Buckley-Walker, K Tognolini, J Lockyer, L

Brown, I Caputi, P

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Publication Type:: Journal Article
Citation:: Australian Journal of Education, 2017, 61 (3), pp. 305 - 327
Issue Date:: 2017-11-01

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Field	Value	Language
dc.contributor.author	Buckley-Walker, K	en_US
dc.contributor.author	Tognolini, J	en_US
dc.contributor.author	Lockyer, L https://orcid.org/0000-0003-1517-2342	en_US
dc.contributor.author	Brown, I	en_US
dc.contributor.author	Caputi, P	en_US
dc.date.issued	2017-11-01	en_US
dc.identifier.citation	Australian Journal of Education, 2017, 61 (3), pp. 305 - 327	en_US
dc.identifier.issn	0004-9441	en_US
dc.identifier.uri	http://hdl.handle.net/10453/124662
dc.description.abstract	© 2017, © Australian Council for Educational Research 2017. This study aims to assess the validity of the Online Multiliteracy Assessment for students in Years 5 and 6. The Online Multiliteracy Assessment measures students’ abilities in making and creating meaning, using a variety of different modes of communication, such as text, audio and video. The study involved selecting two groups of students: the first group (n=19) was used in two pilot studies of the items and the second (n=299) was used in a field trial validating the functioning of the items and assessing the quality of the scale. The results indicated that the Online Multiliteracy Assessment has acceptable test–retest reliability; however, the fit to the Rasch model was less than ideal. Further investigation identified two important areas for improvement. First, the items assessing the higher order skills of synthesising, communicating and creating need to be more cognitively demanding. Second, some items need to be modified in order to improve their functionality.	en_US
dc.relation.ispartof	Australian Journal of Education	en_US
dc.relation.isbasedon	10.1177/0004944117729056	en_US
dc.subject.classification	Education	en_US
dc.title	Evaluating the validity of the online multiliteracy assessment tool	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	61	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Graduate Research School
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	61	en_US

Abstract:

© 2017, © Australian Council for Educational Research 2017. This study aims to assess the validity of the Online Multiliteracy Assessment for students in Years 5 and 6. The Online Multiliteracy Assessment measures students’ abilities in making and creating meaning, using a variety of different modes of communication, such as text, audio and video. The study involved selecting two groups of students: the first group (n=19) was used in two pilot studies of the items and the second (n=299) was used in a field trial validating the functioning of the items and assessing the quality of the scale. The results indicated that the Online Multiliteracy Assessment has acceptable test–retest reliability; however, the fit to the Rasch model was less than ideal. Further investigation identified two important areas for improvement. First, the items assessing the higher order skills of synthesising, communicating and creating need to be more cognitively demanding. Second, some items need to be modified in order to improve their functionality.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/124662