TIA Manual Front/Back cover
Contents
1. ABE Literacy Level ABE Level 2 ABE Level 4 Composite Score 197 251 27 Note If post test results are not listed the student has not taken a post test Note Literacy Levels are based on National Reporting System method of measurement for Adult Basic Education TIA Literacy Levels are to be used as a guide in assisting students clients to attain higher levels of computer literacy ABE Level 1 Individual has no knowledge of computers or other technology ABE Level 2 Individual has minimal knowledge of and experience with using computers and related technology ABE Level 3 Individual can use simple computer programs and perform a sequence of routine tasks given direction using technology ABE Level 4 Individual can learn or work with basic computer software such as word processing to produce own texts can follow simple instructions for using technology ABE Level 5 Individual is proficient using computers and can use most common computer applications can understand the impact of using different technologies can interpret the appropriate use of new software and technology ABE Level 6 Individual is able to use common software and learn new software applications can define the purpose of new technology and software and select appropriate technology can adapt use of software of technology to new situations and can instruct others in written or oral form on softwar2. ing files and directories etc e One should be able to use the Internet to locate and gather relevant information e One should be able to discern ethical behavior as it relates to the use of technology Uses for the TIA The TIA is designed to e provide individuals taking the measure with valuable feedback about each scale what it measures their individual scores and suggestions for ways they can improve each area e identify areas in which adult learners need assistance in learning and working with technology e serve as an evaluation tool to assess the degree of success of programs or courses e help educators identify computer literacy strengths and weaknesses of individuals and groups e provide workers and students with an understanding of the basic technology skills required for work place and academic success e provide baseline information for academic instructors and counselors workplace trainers and social service professionals e provide pre post achievement measure for individuals participating in programs or courses focusing on improvement of basic computer Internet and information skills TIA User s Manual Who can administer the TIA There are no special certification or training requirements for administering the TIA Everything is done on the Internet All scoring is done electronically eliminating common scoring errors The Eight TIA Scales There are eight scales on the TIA e Use of Technology
3. 5 8 ais TIA Users Manual Table 2 Raw Score Equivalents of Percentiles on each of the 8 TIA Scales Percentile UOT SCS ATK BIK IIs ATC IOT EIT Percentile 99 35 29 be 30 ae 99 95 34 28 40 29 30 30 45 95 90 33 60 39 28 z 29 44 90 85 59 26 38 27 29 zs 85 80 31 58 25 37 26 28 43 80 C5 30 57 36 28 42 75 70 29 56 24 35 25 27 27 70 65 28 54 34 s 41 65 60 27 53 23 33 24 26 40 60 55 26 52 32 23 26 39 55 C50 25 50 22 31 25 gt m 50 gt 45 49 29 22 25 38 45 40 24 47 21 28 24 37 40 35 23 45 20 27 21 23 24 36 35 30 22 44 26 20 2 35 30 25 21 Al 19 24 19 22 23 34 25 20 20 39 18 2 18 21 22 33 20 15 18 37 17 20 17 20 32 15 10 17 33 16 16 16 19 21 30 10 5 14 28 14 13 14 17 19 26 5 1 10 18 11 10 11 13 16 20 1 Test Retest Reliability Test retest coefficient of reliability over a three week period was high and statistically significant for each scale Table 3 The data in this table show that the items contribute meaningfully to their scales The correlation coefficient for each scale is high enough to say that each construct on TIA is measured reliably Table 3 Test Retest Reliability Correlation Scale Coefficients N 64 UOT 0 82 SCS 0 90 ATK 0 73 BIK 0 88 TIS 0 66 ATC 0 72 IOT 0 67 EIT 0 63 ee o en TIA User s Manual Validation Content validity for the test items was established during the development of the instrument Using co
4. Coalition of Hillsborough County 1997 WAGES Work and Gain Economic Self Sufficiency Request for Proposals Booklet RFP Number C 610 97 Hillsborough County FL Author Welfare Information Network 1997 Welfare Information Network A Clearinghouse for Information Policy Analysis and Technical Assistance on Welfare Reform Online Available http www welfareinfo org Welfare to Work Partnership amp National Alliance of Business 1997 Blueprint for Business Reaching A New Workforce Washington DC Author a Technology and Internet Assessment TIA User s Manual by Michael Ealy Ordering Information Volume discounts available Complete information on ordering the TIA is available from H amp H Publishing Company Inc 1231 Kapp Drive Clearwater FL 33765 Phone 800 366 4079 or 727 442 7760 Fax 727 442 2195 E mail hhservice hhpublishing com Web www hhpublishing com 2000 H amp H Publishing Company Inc All rights reserved It is a violation of the law to copy any or all of this publication without written permission of the publisher
5. User s Manual Adapting to Technological Change Changes in technology will require constant attention to skill levels Employees who can be flexible and adapt to technological change are more likely to be retained by an organization and succeed in it The ability to adapt to changing technology will be a requirement for students and workers entering the 21st century workforce This scale measures an individual s level of comfort with frequent or major changes in technology People with low scores are less likely to be able to adapt to changes in technology An individual who is unable to adapt will likely cling to old technologies and may have difficulty passing a course advancing in the workplace or even maintaining employment Asking questions and participating in conversations about technological change will help to overcome fears Items for the Adapting to Technological Change scale are e I have a fear of losing my job or failing a course because I am not good at learning new technologies R e Because of my knowledge of technology I am able to anticipate and respond to rapid changes in school or work environments e I would look for another job if my current employer told me to use a computer R e Iam able to adapt to new technologies without much trouble e I would have difficulty making the transition from a desktop computer to a laptop R e I would feel uncomfortable if my boss or instructor told me that I must learn a
6. the student has not taken a post test Figure 7 19 TIA Users Manual Search TIA Results The screen below Figure 8 appears after selecting the Search TIA Results button Technology and Internet Assessment To search for records of individuals who have taken the TIA at your institution enter your administra tor key and institution number in the spaces below Enter Your Administrator Key Required Enter Your Institution Number Required Use the fields below to search for TIA data First Name Last Name ID Number Search Records Figure 8 To search for results you must enter your administration key institution number and search criteria You can search by first name last name or ID number After clicking on the Search Results button you will be prompted to enter your user name and password The results of your search will be displayed as in Figure 7 If you are having trouble finding a student try entering only the student s last name and leaving the First Name and ID Number fields blank This will broaden your search and may find other students with similar last names but you will be sure to find the student you are looking for Keep in mind that you do not even have to enter the entire name Entering only the first few letters of a name will produce broader search results Advisor Counselor Report The Advisor Counselor Report displays detailed informatio
7. 300 aoe TIA Users Manual Part 3 ADMINISTRATION OF THE TIA How is the TIA Administered The TIA is administered via the World Wide Web The following are required to successfully take an administration of the TIA a computer connected to the Internet an institution number a user name and a password Each institution will be sent a Student Instruction Sheet which contains an assigned institution number user name and password The Student Instruction Sheet can be mailed faxed or e mailed to the instructor overseeing the administration of the TIA Administration of the TIA The first step in taking an administration is to locate the introductory page on the Web This page is found by entering the URL provided on your Student Instruction Sheet into a browser program such as Netscape or Internet Explorer For example http www hhpublishing com TIA sample htm Refer to your Administrator Instruction Sheet to obtain the URL for your institution Figure 1 shows an example of the correctly loaded introductory page T T A Technology and Internet Assessment Directions The TIA is an assessment tool designed to determine strengths and weaknesses in areas related to a basic understanding of computer Internet and information technology skills Upon submission and approval of your institution number 60 statements will be presented that relate to your knowledge of these areas You are to read each statement and t
8. Graduates T H E Journal Technology Horizons in Education 25 2 pp 74 76 ICTE International Conference on Technology and Education 1997 Program Schedule Online Available http www icte org progsch htm Judy R W D Amico C 1997 Workforce 2020 Work and Workers in the 21st Century Indianapo lis Hudson Institute Kanter Jerry 1996 Guidelines for Attaining Information Literacy Information Strategy The Executive s Journal 12 3 pp 6 11 Kester D 1994 Secondary School Library and Information Skills Are They Transferred From High School to College Reference Librarian 44 pp 9 17 Monk David Philip Davis Don Peasley Peter Hillman amp Paul Yarbrough 1996 Meeting the Needs of CALS Students for Computing Capabilities Final Report of the Ad Hoc Committee on College of Agriculture and Life Sciences Student Computer Competencies Ithaca NY Cornell University in process Sasso John A 1997 The Future of Computers and Learning T H E Journal Technology Horizons in Education 25 3 pp 45 48 SALT Society for Applied Learning Technology 1997 Program Schedule Online Available http www salt org U S Department of Health and Human Services 1997 Administration for Children and Families Online Available http www acf dhhs gov news 6097rf htm U S Department of Labor 1991 A SCANS report for America 2000 What work requires of school Washington DC Author Wages
9. MEWHAT LIKE ME We mean that the statement would be true of you about half of the time FAIRLY MUCH LIKE ME We mean that the statement generally would be true of you VERY MUCH LIKE ME We do not necessarily mean that the statement would always describe you but that it would be true of you almost all of the time Students should try to answer according to how well the statement describes them not how they think they should respond or how others respond There are no right or wrong answers to the statements After completing all statements the student will click the Submit Your Responses button Figure 3 If the student does not respond to all items he will be instructed to return to the page and complete the assess ment Continued 59 I would have difficulty using a spreadsheet program to organize data into a printed report Make A Selection 60 I know the difference between Save and Save As Make A Selection After responding to statements 1 60 click the button below Submit Your Responses Figure 3 os TIA User s Manual Results After completing all the items and successfully submitting the results a two page report will be displayed listing the percentile scores for each scale together with the name institution date of administration student key and an explanation of results A sample of the results page is shown below This report may be printed Techno
10. TIA Technology SNe Internet Assessment User s Manual By Michael Ealy Technology and Internet Assessment TIA User s Manual by Michael Ealy Table of Contents Part Overview ofthe TIA w ccccccesssssssessesseessssseesreeeeereens Part 2 Description of The TIA SCOIES sierran Part3 Develooment ofthe TA wiccccccccsscssssseseseseveevenss Pana Adnin Toton ONG UA serere POI OCG A EEEE TIA Users Manual Part 1 OVERVIEW OF THE TIA What is the TIA The Technology and Internet Assessment TIA is designed to determine strengths and weaknesses related to a basic understanding of computer Internet and information technology skills The TIA focuses on eight areas that present barriers for individuals seeking employment and for those striving to succeed in our educational system The TIA was developed in response to the growing need to assess technology skills that are critical for workplace and academic success The following criteria were used to develop the eight scales of the TIA e One should have a sense of where and when computers are potentially useful in today s world e One should know how and when to take advantage of computer technology to perform a job better e One should be able to operate one or more productivity software packages for example a word processing database or spreadsheet package e One should have an understanding of computer fundamentals which include disk management copy
11. UOT e Specific Computer Skills SCS e Acquisition of Technical Knowledge ATK e Basic Internet Knowledge BIK e Internet Information Skills IIS e Adapting to Technological Change ATC e Impact of Technology IOT e Ethics in Technology EIT Use of Technology contains items that examine an individual s knowledge of how to use technology as a labor enhancing and problem solving tool Specific Computer Skills contains items that examine a person s understanding of basic computer termi nology application programs file management and disk management Acquisition of Technical Knowledge examines a person s understanding of how why and where to acquire information about new technologies Basic Internet Knowledge examines a person s understanding of the basics of the Internet including how to search for information retrieve and download files send e mail browse web sites and participate in online mailing lists and newsgroups Internet Information Skills contains items that examine a person s ability to make critical judgments about the value reliability and validity of the information found on the Internet Adapting to Technological Change examines a person s level of comfort with frequent or major changes in technology Impact of Technology examines an individual s understanding of how technology will impact the work place environment and society now and in the future Ethics in Technology exam
12. als who score low on this scale need training and experience to master these basic skills With an understanding of the basics computer skills will be transferable from a TIA User s Manual one program to another and from one operating system to another Students and employees who have mastered these basics will be able to adjust to and learn new technologies more quickly Items for the Specific Computer Skills scale are e Iam able to move computer files from one folder directory to another e Iam familiar with using a mouse e I would have difficulty formatting a disk R e I feel comfortable using a CD ROM e Iam able to create a new directory folder on my computer e I would have trouble copying a file to a disk R e I know how to select a printer to print a document e I know the difference between Quitting Exiting a program and Minimizing a window e When I misplace or forget where a file is on my computer I know how to find it e Ican organize my computer files into meaningful folders directories e I know the difference between Save and Save As e I would have difficulty putting paper into a printer R Acquisition of Technical Knowledge Rapid technological progress and increased competition have spurred productivity and have caused jobs to materialize and disappear quickly Low skill jobs that can be done by workers anywhere in the world will continue to disappear in the U S or be available only at depressed wa
13. ations for such a measure The list of competencies obtained from these specialists was combined with the list of competencies identified from a review of the literature These competencies then served as the foundation for further development Using the results of this survey and analysis eight scales were developed with more than 150 items The original item pool of 150 was further refined to eliminate items that were confusing unclear or did not lend themselves to Likert type responses The development of the items took into consideration the requirement to be generic or general about each subject area Affirmation bias was controlled by wording several items in a negative manner Based on these criteria the number of items was reduced to 60 plus several demographic items Data collected from 782 students from high schools community colleges and four year institutions were used to determine performance standards demonstrate the test s validity and reliability and to determine normative data Normative Data The mean and standard deviations for each scale are reported in Table 1 The percentile scores and raw score equivalents are presented in Table 2 Percentile scores can be used to compare students scores on subsequent testings with similar or differing norm groups Table 1 Scale Statistics Scale Mean N 782 Standard Deviation UOT 24 9 6 0 SCS 48 0 10 5 ATK 21 5 4 1 BIK 29 1 8 1 Ils 22 2 4 6 ATC 24 3 4 2 IOT 24 7 3 2 EIT 37 4
14. e advanced problems Identifying where assistance is needed will help form a systematic approach to improving competence Higher scores demonstrate the ability to use technology to communicate information effectively Items for the Use of Technology scale are e Ican use a word processing program to organize data into a printed report e Iam able to use a graphic software program to report trends in data e Iam able to use the skills I have already mastered to help me learn a new program e I would rather use a typewriter to compose a document than a computer R e Iam able to evaluate a situation and decide if and which technology will help me solve a problem e I would have difficulty using a spreadsheet program to organize data into a printed report R e Ican use a database program to organize data into a printed report Specific Computer Skills In order to compete in the 21st century workplace individuals must have an understanding of basic com puter skills Students and workers should be familiar with at least one word processing graphics spread sheet database and browser program Individuals should be able to select appropriate hardware and software to complete work and school assignments A basic understanding of computer terminology file management and operating systems is also important This scale measures a person s understanding of computer terminology application programs file man agement and disk management Individu
15. e and technology use Interpreting Your TIA Scores Use of Technology measures your knowledge of how to use technology as a labor enhancing and problem solving tool If you scored low on this scale you should seek help in mastering the basics of word processing spreadsheet database and graphic programs With a Scale UOT basic understanding of these programs you will begin to acquire and use technology to solve more advanced problems Identifying where assistance is needed will help you form a systematic approach to improving your skills Higher scores on this scale demonstrate that you can use technology to communicate information effectively Specific Computer Skills measures your understanding of computer terminology application programs file management and disk management Low scores on this scale indicate that you need training and experience to master these basic skills With an understanding of the basics computer skills will be transferable from one program to another and from one operating system to another If you have mastered these basics you will be able to adjust to and learn new technologies more quickly Scale SCS Continued Background Information Age Range 21 22 Gender Female Ethnicity White non Hispanic Pre Test Post Test Estimated Grade Point Average 2 5 3 0 3 0 3 5 Operating system most familiar with Windows 3 1 or ear
16. ges In order to keep pace individu als must take responsibility for acquiring knowledge about advancing technology They must be highly motivated learners who recognize that education is a lifelong process and they must adapt quickly to change This scale measures an individual s understanding of how why and where to acquire information about new technology Students and workers alike must take responsibility to become thoughtful learners Those who score low on this scale should seek out new ways of acquiring technical knowledge Sources include instructors books manuals magazines online services classmates co workers classes etc Items for the Acquisition of Technical Knowledge scale are e I spend time experimenting with programs I don t know very well in order to increase my knowledge e I take advantage of any situation where I can learn more about computers the Internet and other information technology e I skip over newspaper or magazine articles that deal with computers and other technologies R e If Ihave a problem using the computer printer fax etc I know where to seek help e My supervisor or instructor will keep me up to date on the latest technologies R e Iuse the help feature included with programs to help me learn how they work TIA Users Manual Basic Internet Knowledge Access to information is vital for success in school and in the workplace Increased use of the Internet over the past several
17. hen select a response according the following key Make A Selection lt Click on the pull down menu to the left to select your response To help you decide which responses to select we would like to explain what is meant by each term By Not at all typical of me we do not necessarily mean that the statement would never describe you but that it would be true of you only in rare instances By Not very typical of me we mean that the statement generally would not be true of you By Somewhat typical of me we mean that the statement would be true of you about half the time By Fairly typical of me we mean that the statement would generally be true of you By Very much typical of me we do not necessarily mean that the statement would always describe you but that it would be true of you almost all the time Before you begin it is important to know whether you have taken the TIA previously Choose the correct box below First Administration Second Administration Tf this is your first time taking the TIA If you are taking this assessment for enter your institution number into the the second time Post Test enter your space below and click the Submit institution number and your student Institution Number button to continue key into the spaces below and click the Take Post Test button Enter your CL Enter your Institution Number Institution Number Enter Your Submit Institution Number gt Student Key Take Post Te
18. ines an individual s ability to discern ethical behavior TIA Users Manual Part 2 DESCRIPTION OF THE TIA SCALES The following paragraphs provide a description of each scale the items included in each scale a more thorough explanation of each category and suggestions for improving skills Items which are negatively valanced and thus reversed scored are indicated with an R Use of Technology In order to be successful at school and work a person must be able to use technology to communicate information effectively This includes mastery of basic skills such as composing a letter in a word pro cessing program organizing data into a spreadsheet and sending an e mail message One must also know how to use technology at more advanced levels The need to be able to compile data from a variety of sources into a report that draws upon a variety of technologies will become an increasingly valuable skill Only when basic skills are mastered can technology be used to develop critical thinkers analyzers and selectors of information and technologies appropriate to a task Scores on this scale measure an individual s knowledge of how to use technology as a labor enhancing and problem solving tool Individuals who score low on this scale need help mastering the basics of word processing spreadsheet database and graphics programs With a basic understanding of these programs individuals will begin to acquire and use technology to solve mor
19. lier Windows 95 98 NT Own a computer No Yes Access to a computer when not at school or work No Yes Attended a computer training course No Yes Computer experience Less than 1 year Less than 1 year Figure 9 21 TIA Users Manual Status of TIA Account The screen shown in Figure 10 appears after selecting the Status of TIA Account button To display the status of your institution s account you must enter your administration key and institution number After clicking on the Status of Account button you will be prompted to enter your user name and password Figure 11 shows your institution s account status Technology and Internet Assessment To display the status of your institution s TIA account enter your administrator key and institution number in the spaces below and click the Status of Account button Enter Your Administrator Key Enter Your Institution Number Figure 10 Technology and Internet Assessment Your Institution Name TIA Records Your institution purchased a total of 500 administrations of the TIA on 10 15 2001 There are 325 administrations remaining to be used by your institution To order additional administrations of the TIA please call H amp H Publishing at 800 366 4079 or send an e mail to hhservice hhpublishing com Even after all your administrations are used you may continue to view the result
20. logy and Internet Assessment TIA Student Report Institution Name Name Student Name ID Number 555 55 5555 MAY 15 2002 Student Key 555555 The graph below interprets your responses to the TIA The numbers on the top and bottom of the chart show percentile ranks You can use these percentile ranks to compare your scores to other individuals scores For example if you scored in the 80th percentile in Use of Technology UOT you scored higher than 80 percent of other individuals answering the same questions Higher scores indicate you have a good understanding of the basic skills relating to computers the Internet and information technology Lower scores indicate you may lack knowledge and experience and should work to improve your skills The section entitled Interpreting Your TIA Scores provides a more thorough explanation of each category and suggestions for improving your skills As you work to improve your scores your advisor instructor may want you to take this assessment again If you do take it a second time you will need your student key Your student key is d5tj8r Record this key for future use TIA Scores 30 35 40 45 50 55 60 65 70 75 80 85 90 95 99 65 70 75 80 85 90 95 99 Interpreting Your TIA Scores Use of Technology measures your knowledge of how to use technology as a labor enhancing and problem solving tool If you scored Scale UOT low on this scale you
21. m puter education and IT specialists to identify relevant competencies and writing test items that conformed to these competencies contribute to the content validity of the assessment In all eight scales of the TIA each item appears to contribute to the relative strength of relationships among the other items Addition ally each scale is generic within the confines of computer use and has been developed using a relatively diverse sample On this basis each scale offers a level of external validity Educators counselors and advisors who have used the TIA have reported its usefullness thus contributing to a high degree of user validity A review of the literature at the time of development did not produce a comparable valid and reliable computer literacy assessment to conduct a construct validity analysis Adult Basic Education Literacy Levels ABE Literacy Levels are based on the National Reporting System method of measurement for Adult Basic Education TIA Literacy Levels are to be used as a guide in assisting students to attain higher levels of computer literacy The ABE Literacy Levels and percentile raw score equivalents are presented in Table 4 Table 4 ABE Literacy Levels and Percentile Raw Score Equivalents ABE Literacy Level Percentile Equivalents Raw Score Equivalents ABE Level 1 0l 60 167 ABE Level 2 05 20 168 202 ABE Level 3 25 40 203 231 ABE Level 4 45 60 232 255 ABE Level 5 65 80 256 280 ABE Level 6 85 99 281
22. most well paying technology jobs will require workers who are highly skilled e think that most jobs in the future that require the use of a computer will require strong thinking skills 6 TIA Users Manual Ethics in Technology Those who use technology are faced with ethical dilemmas every day Employees and students alike need to be able to recognize the value of upholding ethical standards Individuals behave ethically when they contribute to the improvement of society avoid harming others respect the truth and privacy of others behave fairly and honor confidentiality Other ethical issues include pornography and unauthorized access to computer systems This scale provides insight into a person s ability to discern ethical behavior Individuals who receive low scores need to be taught the value of practicing ethical behavior Students and employees should be able to recognize the difference between ethical and unethical conduct and understand why ethical behavior is beneficial Discussions that focus on what constitutes a breach of confidentiality are important There are a variety of resources both printed and online that provide guidelines for ethical use of technology Items for Ethics in Technology scale are e When using a computer other than my own I leave it ready for the next user e respect copyright issues when using information from electronic sources e I understand and follow rules concerning passwords e Iam able to
23. n about each student It shows pre and post test scores as well as the percentage of change in raw scores The percentile ranks can be used to compare scores to other individuals who have taken the TIA The section entitled Interpreting Your TIA Scores provides a more thorough explanation of each category and suggestions for improving skills This report also includes a demographic section to assist advisors in counseling sessions A sample of the Advisor Counselor Report is shown in Figure 9 a 30 TIA User s Manual Technology and Internet Assessment TIA Advisor Counselor Report Name Jane Doe Institution Name ID Number 555 55 5555 MAY 15 2002 Student Key d5tj8r This is a report of Jane s results based on the Technology and Internet Assessment It shows pre and post test scores as well as the percentage of change in raw scores The percentile ranks can be used to compare scores to other individuals who have taken the TIA The section entitled Interpreting Your TIA Scores provides a more thorough explanation of each category and suggestions for improving skills For more information see the TIA User s Manual Compare Pre Post Test Scores Pre Test Post Test Pre Test Post Test Change Percentile Percentile Raw Score Raw Score Raw Score 15 60 18 27 50 20 70 39 56 44 10 30 16 19 19 35 65 27 34 26 30 55 20 23 15 25 60 20 26 30 05 55 19 25 32 50 70 38 41 8
24. new word processing program R Impact of Technology The changing nature of education and business is requiring individuals to be more flexible and better trained in the use of technology Reports from the U S Bureau of Labor and Statistics indicate that the number of low skill jobs is rapidly diminishing Other national studies show that more than half of all new jobs will require some form of technology literacy Technology better prepares individuals for the chal lenges they will face in the 21st century workplace by giving them the skills and experiences they will need to hold the high paying jobs of the future This scale measures an individual s understanding of how technology will impact the workplace environ ment and society now and in the future Those who score low should be encouraged to become involved in classroom or workplace discussions about how technology will affect our lives Knowledge of how technology will impact the future will help students and workers get ahead in the future Items for the Impact of Technology scale are e I believe that almost all businesses will be computerized by the beginning of the 21st century e Iam comfortable with the idea of using a computer to work at home e I feel that there will always be a job for me using the computer even if I do not work to update my computer skills R e I have a good understanding of the effects of technology on the environment society and individuals e think
25. nt s report the first time they took the TIA Post Test Results displays a copy of the student s report the second time they took the TIA Advisor Counselor Report displays a detailed report for the administrator Browse Results Search Records Status of TIA Account Displaying records 20 thru 22 of 100 records found 2 records displayed Previous page of records Clicking on the links Pre Test Jane Doe UOT SCS ATK BIK IIS ATC IOT EIT Literacy Level Composite Raw Score Test Date Results and Post Test Results PreTes Reais 13 20 10 35 30 25 05 50 ABE Level 197 os 15 2000 e Post Test Results 60 70 30 65 55 60 55 70 ABELevel4 251 07 15 2000 will produce copies of the Advisor Counselor Report Percentage Increase Decrease 27 student s pre post test results as Next Student ey UOT SCS ATK BIK IIS EIT Literacy Level Composite Raw Score Test Date shown in Figure 4 page 17 Pre Test Results 15 20 10 35 30 50 ABE Level 2 197 05 15 2000 Post Test Results Advisor Counselor Report Percentage Increase Decrease Next page of records Note Literacy Levels are based on the National Reporting System method of measurement for Adult Basic Education TIA Literacy Levels are to be used as a guide in assisting students clients to attain higher levels of computer literacy Note If post test results are not listed
26. o assess technology skills that are critical for workplace and academic success The three buttons below allow you to access the results of administering the TIA at your institution The Browse Results displays a report of the following results Student Name ID Number Student Key Administration Date Pre Post percentile rankings along with an explanation of the eight TIA scales e Percentage increase decrease in percentile scores e Pre Post Composite Raw Scores e Percentage increase decrease in composite raw scores e Pre Post Literacy Level e Demographic data The Search Records allows you to search for individual students and displays a report of the following results Student Name ID Number Student Key Administration Date Pre Post percentile rankings along with an explanation of the eight TIA scales e Percentage increase decrease in percentile scores Pre Post Composite Raw Scores e Percentage increase decrease in composite raw scores e Pre Post Literacy Level e Demographic data The Status of TIA Account option will show you how many administrations your institution purchased when they were purchased and the number remaining to be used Click one of the options below Browse Results Search Records Status of TIA Account Figure 5 18 TIA User s Manual Browse TIA Results After clicking on the Browse Results button the page below will be displayed Figure 6 To view results you must enter you
27. r administrator key institution number see Administrator Instruction Sheet and the number of records to be returned 10 20 or 50 After clicking on the Browse Results button you will be prompted to enter your user name and password A sample of results is shown below in Figure 7 This page may be printed to track results or collect group data TL A Technology and Internet Assessment To display records of individuals who have taken the TIA enter your administrator key and institution number in the spaces below and click the Browse Results button You can specify the number of records to be displayed by selecting 10 20 or 50 from the pop up menu Enter Your Administrator Key Enter Your Institution Number Return 20 Browse Results Figure 6 TL A Technology and Internet Assessment Your Institution Name TIA Records The records shown below display the results of students who have taken the TIA at your institution Each record shows a student s name and student key along with the following information Pre Post percentile rankings along with an explanation of the eight TIA scales e Percentage increase decrease in percentile scores Pre Post Composite Raw Scores Percentage increase decrease in composite raw scores Pre Post Literacy Level Demographic data The following reports are available for each student by clicking on each link Pre Test Results displays a copy of the stude
28. s The results of administered TIAs will remain accessible for three months after the last administration of your order is used and they will remain accessible for no longer than one year You may purchase new administrations of the TIA at any time These will be added to your account and the results from previous orders will remain visible Browse Results Search Records Figure 11 99 TIA User s Manual Part 5 Appendix American Association of State Colleges and Universities 1995 On the Brink Report on the Use and Management of Information Technology at AASCU Institutions Washington DC Author Baloun T L 1995 The Skills Gap Adult Learning 6 6 pp 23 25 Bork Dr Alfred 1996 Highly Interactive Multimedia Technology and Future Learning Journal of Computing in Higher Education 8 1 Fall edition Brown B Kester D 1993 College Students and Computers ERIC Document ED366291 Charp Dr Sylvia 1997 Innovative Learning Environments Go Global T H E Journal Technology Horizons in Education 25 3 p 4 Chisman F P amp Campbell W L 1990 Narrowing the job skills gap A focus on workforce literacy In F P Chisman amp Associates Eds Leadership for Literacy The Agenda for the 1990s San Francisco Jossey Bass College Board 1997 Computer Literacy Online Available http www collegeboard org Davis P 1997 What Computer Skills Do Employers Expect From Recent College
29. should seek help in mastering the basics of word processing spreadsheet database and graphic programs With a basic understanding of these programs you will begin to acquire and use technology to solve more advanced problems Identifying Your Percentile Score 15 where assistance is needed will help you form a systematic approach to improving your skills Higher scores on this scale demonstrate that you can use technology to communicate information effectively Specific Computer Skills measures your understanding of computer terminology application programs file management and disk management Low scores on this scale indicate that you need training and experience to master these basic skills With an understanding of the basics computer skills will be transferable from one program to another and from one operating system to another If you have mastered these basics you will be able to adjust to and learn new technologies more quickly Scale SCS Your Percentile Score 20 Continued Figure 4 17 TIA Users Manual Administrator Instructions Administrators of the TIA can view previously administered pre post test results as well as the status of their institution s account by locating the URL provided on the Administrator Instruction Sheet The Administrator Instruction Sheet is mailed faxed or e mailed to the instructor overseeing the administra tion of the TIA The following informa
30. st Note Your student key was issued the first time you took the TIA If you misplaced your student ey your advisor instructor can look it up for you Figure 1 a Fee TIA User s Manual Figure 1 shows the web page the student would locate to begin the assessment It provides an explanation of the possible responses and a place to register to take the TIA At the bottom of the page the student will enter his institution number If the student elects to take a post test he must have a valid student key A student key is issued upon successful completion of a previously administered test The key will be printed on the results of the first administration Depending on whether the student chooses First Admin istration or Second Administration to begin a user name and password dialog box will appear Enter this information and the TIA assessment page will begin to load as shown in Figure 2 Again the institu tion number user name and password can be obtained from the Student Instruction Sheet You may make copies of this sheet or you can e mail the information to your students for guidance A portion of the TIA assessment page is shown below Technology and Internet Assessment Enter your first name last name and ID number into the spaces below Institution Number 2322 Enter your First Name Enter your Last Name Enter your ID Number Try to answer according to ho
31. teach others about the responsible use of computer equipment e I don t feel it is important to follow rules concerning appropriate language when using technology R e I understand why it is important not to copy copyrighted files or programs e Ihave a good understanding of the rules of plagiarism when using information from electronic sources e Ihave difficulty understanding some of the ethical issues concerning the Internet R e Iam aware of the ethical issues when using a network with secure areas 10 TIA User s Manual Part 3 DEVELOPMENT OF THE TIA Preparation and Selection of Objectives A number of key sources were used in the development of the Technology and Internet Assessment e Hudson Institute s Workforce 2000 e International Conference on Technology and Education ICTE e National Reporting System for Adult Education e Secretary s Commission on Achieving Necessary Skills SCANS e Society for Applied Learning Technology SALT e Welfare Reform Legislation e Workforce Investment Act WIA These and other sources See Appendix A were reviewed and accepted for the initial list of computer literacy competencies To ensure a more comprehensive and valid list of competencies for the TIA domain specifications a survey was sent to several computer educational and IT specialists Each specialist was asked to read the purpose of the TIA and then reply as to whether the scales and items adequately fit the expect
32. tion is available to administrators e Student Name ID Number Student Key Administration Date e Pre Post percentile rankings along with an explanation of the eight TIA scales e Percentage increase decrease in percentile scores e Pre Post Composite Raw Scores e Percentage increase decrease in composite raw scores e Pre Post Literacy Level e Demographic data Do not copy the Administrator Instruction Sheet and pass it out to your students Some of the information on the sheet is meant only for the administrator For example http www hhpublishing com TIA sample htm Refer to your Administrator Instruction Sheet to obtain the URL for your institution The page that is displayed upon entering the URL is shown below At the bottom of this page there are three buttons Browse Results Search Records and Status of TIA Account These options are explained in the next three sections 7 T A Technology and Internet Assessment The Technology and Internet Assessment TIA is designed to determine strengths and weaknesses in areas related to a basic understanding of computer Internet and information technology skills The TIA focuses on eight areas that present barriers for individuals seeking employment and for those striving to succeed in our educational system The results can be used to provide prescriptive information for students instructors and employees employers The TIA was developed in response to the growing need t
33. ts must be able to analyze the information they find The ability to discriminate between consumer information scholarly or academic research and propaganda is an important skill that will serve as a foundation for further learning This scale provides feedback on a person s ability to make critical judgments about the value reliability and validity of the information they find on the Internet Those with low scores should be taught how and why to scrutinize information Developing these skills will help individuals become critical thinkers and analyzers of information from a variety of sources Items for the Internet Information Skills scale are e I understand the need to validate all information I locate on the Internet e When using the Internet to conduct research I can discriminate between consumer information schol arly or academic research and propaganda e I would have difficulty evaluating websites in terms of the validity of the information they provide R e Ican identify an author s bias in a work whether it is in print or from an electronic source such as the Internet e Tam able to discriminate between information that is meant to inform and educate for the public good and information to persuade me to take a certain point of view or perspective e Whether a work is published in print or from an electronic resource such as the Internet sometimes I am unable to identify an author s expertise in a work R _8 TIA
34. w well the statement describes you not how you think you should respond or how others respond There are no right or wrong answers to these statements Please work as quickly as you can without being careless and please answer all the items 1 I am able to move computer files from one folder directory to another Make A Selection 2 I spend time experimenting with programs I don t know very well in order to increase my knowledge Make A Selection 3 I would have difficulty attaching a file to an e mail message Make A Selection 4 Lam able to evaluate a situation and decide if and which technology will help me solve a problem Continued Figure 2 aise TIA Users Manual Students must enter their first and last name into the spaces provided on Figure 2 for their results to be submitted correctly The ID Number field is optional If the student has chosen to take a post test this information is automatically updated Students will now scroll down the page reading and responding to each statement by choosing from a pop up choice of responses To help students decide how to respond to each statement an explanation of each response is summarized below NOT AT ALL LIKE ME We do not necessarily mean that the statement would never describe you but that it would be true of you only very rarely NOT VERY MUCH LIKE ME We mean that the statement generally would not be true of you SO
35. years has made access to information easier than ever A basic working knowledge of the Internet means that users can search databases share research transfer files or search for a job This scale measures a person s understanding of the basics of the Internet including how to search for information retrieve and download files send e mail browse Web sites and participate in online mailing lists and newsgroups Low scores indicate deficiencies in one or all of these areas Exercises designed to encourage searching browsing and communicating via e mail will help individuals master the basics The items for the Basic Internet Knowledge scale are e I can compose and send an e mail message e Ican use search engines to locate information on a given topic e I would have difficulty transferring files electronically R e I know how to subscribe and participate in online mailing lists e I know how to use Web browser programs such as Netscape and Internet Explorer e I understand how to use electronic bulletin boards e I would have difficulty attaching a file to an e mail message R e Iuse the Internet to gather information in my job school or personal life Internet Information Skills Increased use of the Internet at school and work means information from a variety of sources is available at the click of a button Locating information requires only a basic understanding of the Internet How ever to use this resource effectively studen
Download Pdf Manuals
Related Search