Measuring the Development of ICT Skills for Personalized Learning: Developing an Instrument for Dutch Primary Education

Our study investigates the development and validation of a questionnaire for competencies learners need to learn in a personalized way using ICT. 9 Dutch schools for primary education collaborate to make personalized learning with ICT evidence-informed. At these 9 iXperium schools, multidisciplinary design teams (consisting of primary school teachers and principals, teachers and students of the teacher-training program of a Dutch university of applied science, researchers from a Dutch university, and external ICT experts) design and research integrated interventions for PL with ICT. We defined personalized learning conditions before filtering the twenty-four learning objectives needed to measure development in personalized learning using ICT. The final questionnaire consists of thirty-three questions to cover the learning objectives. The validity and reliability of our questionary are analyzed in six steps. Cognitive validity (1) and a response model (2) are reported based on literature and a pilot with three iterative rounds of interviews (n=19). Internal constancy (3), confirmatory factor analysis (4), coefficient H (5) are reported after the first run of the questionnaire (n=800), and a test-retest alpha is reported after the second run of the questionnaire (n=800).