Abstract
There are a number of ways to measure levels of digital literacy achievement: a certificated exam(e.g. ECDL), a university diploma (e.g. in computer science, IT), digital products (e-portfolio), on-line tests with practical tasks in IT (task-based assessment) or (on-line) self-assessment questionnaires in which respondents are asked to assess their own digital skills and knowledge and to grade how well they perform representative skills or tasks which, in turn, enable data to be gathered, based either on people's own perceptions or estimations of their computer skills.
In 2017, the authors began a nationally-funded, research project, GA ČR 17-02993S, "Factors influencing the ICT skills' self-assessment of upper-secondary school students" with the aim of identifying key factors that influence how young people perceive their digital literacy and knowledge. Self-assessment of digital literacy is commonly used in educational research and in real-life situations (K. de Wit et al., 2014).
Their main advantage is their low cost in terms of time and expenditure. However, self-assessments may depend not only on the objective situation (actual digital skills) but also on the reporting style; it can bring about misleading conclusions about the actual digital literacy of respondents.
The authors would like to introduce the design of a research tool based on the anchoring vignette method and 'over-claiming technique', which will enable the identification of which factors of (self-)assessments lead to incomparability (mismatch) and which make self-assessments comparable (match). The concept of digital literacy as specified by DIGCOMP 2.0 (R.
Vuorikari et al., 2016) is used as the basis for research tasks applied in a survey involving around 2600 upper-secondary school students from the Czech Republic. Data collected in the research will identify which factors (economic, cultural, social, and personal) appear to influence respondents' self-assessment of their digital skills.