Abstract
While the notion of Computer Literacy is receiving much attention in today's schools, curricular approaches are in their infancy, and validated assessment methods are virtually nonexistent. This article reports on three years of test development and validation research in Computer Literacy conducted by the author. Empirical data collected in testing over 3,000 students in 115 schools are presented which evidence the psychometric properties of the instruments and address questions of interrelationships among student and classroom characteristics with achievement.
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