Daniël Van Nijlen

TL;DR: The development of a performance-based digital test and the validation of a direct measure of ICT competence through the use of item response theory (IRT) are outlined, indicating that the instrument is particularly reliable for low and median ability levels.

TL;DR: A multilayered model is presented that can be used to guide future studies that try to explain why some primary-school pupils are more effective in acquiring ICT competences than others and provides future research with a range of reliable measurement instruments to identify factors related to primary school pupils' ICT Competences.

TL;DR: The results indicate that especially non-ICT related pupil characteristics are associated with differences in primary school pupils' ICT competences, such as introjected regulation, controlling learning style, analytic intelligence, sex and socioeconomic status.

TL;DR: This paper explored the development of Ecuadorian Kindergartners' spontaneous focusing on numerosity (SFON) during the kindergarten year, as well as the contribution of early numerical abilities to this development.

TL;DR: This paper found that the contrasting-groups judgments were more aligned with the underlying assumptions of the method than the Angoff judgments in the specific context of the study, and the contrast between the contrasting groups judgments and the students' positions on the latent scale was correlated with the difficulty of the items.