Samenvatting

The growing emphasis on ICT in education has sparked significant interest and involvement from various stakeholders, including researchers, policymakers, and national and international enterprises. Together, they have contributed to developing ICT literacy frame-works to outline and scrutinise the essential skills and competencies for thriving in work life and society.

The rapid and continuous growth of the use of ICT and digital technology in education, and in particular effectively using ICT, requires students to have the necessary skills and competencies to perform tasks and solve problems using ICT confidently, satisfactorily, and persistently. Young children must acquire at least rudimentary ICT skills to deal with digital devices, which can be expanded later in their education.

As the importance of ICT literacy continues to prominence, there is a pressing need to evaluate students’ proficiency in mastering these critical competencies. Such knowledge is essential from multiple perspectives, including informing educational policy, enhancing teachers’ instructional practices, and designing programs to prepare the next generation for the dynamic working life of tomorrow.

The primary purpose of this study was to investigate if the ECC-ICT test is a valid and reliable test of primary school students’ effective, collaborative, and creative use of ICT tools. The test analysis has shown that the ECC-ICT test indeed is a valid and reliable instrument that educational practitioners can use to assess primary school students’ effective, collaborative, and creative use of ICT tools.

This paper provides a thorough insight into the development, validation, and reliability of our ECC-ICT test.