Literacy Test Research Articles

Does School Education Improve Children’s Health Literacy? Evidence from a Performance-Based Survey

Abstract Background Children begin using digital sources of health information at a young age and are quickly exposed to a variety of unmoderated health content. Health literacy helps children navigate, understand, evaluate, and act on this content. But is the educational system preparing young people for these tasks? This study develops a validated, performance-based measure of health literacy and applies it to a sample of 9- to 13-year-old children (grades 4 to 7). Methods A performance-based tool to measure children’s health literacy was developed through expert consultation and qualitative and quantitative pretesting. The tool uses vignettes and quizzes and captures three dimensions of health literacy: nutrition, physical activity, and psychosocial health. The validated tool was then used in a cross-sectional survey of Austrian children aged 9 to 13 years (n = 780): Diet, Physical Activity, and Psychosocial Health. Results Results show that the performance-based health literacy scores do not correlate with self-reported scores. Girls (vs. boys) and native speakers perform better on the performance-based literacy test, while boys and children reporting more robust financial backgrounds overestimate their literacy on self-reported questions. Most importantly, the data do not show meaningful increases in performance-based health literacy across grade levels. For nutrition literacy, the study even shows a slight negative trend across grade levels. Conclusions This study questions the heavy reliance on self-reported health literacy, which is often confounded with self-efficacy and social environment. Performance-based instruments are needed to measure health literacy as an educational outcome. This study presents one of the first validated instruments. Most importantly, the study shows that the current educational system may not produce meaningful increases in performance-based health literacy, calling for deeper educational reforms. Key messages • Performance-based health literacy is a distinct concept from the subjective health literacy measures that dominate current health literacy research. • Performance-based health literacy did not increase with grade level, indicating a poor performance of the education system in strengthening health literacy.

Diabetes knowledge, health literacy and diabetes self-care among older adults living with diabetes in Alexandria, Egypt

BackgroundType 2 diabetes is a rising health problem, especially in older adults. Health literacy and the degree of diabetes knowledge are among the factors that may influence diabetes self-care activities. The aim of this study was to assess factors affecting self-care activities among older adults living with type 2 diabetes in Alexandria, Egypt.MethodsA cross-sectional study included 400 older adults over the age of 60 with type 2 diabetes, recruited from diabetes outpatient clinics affiliated to the health insurance organization in Alexandria, Egypt. A predesigned, structured interview questionnaire was used to assess sociodemographic factors, personal habits, medical history, and drug history. The All Aspects of Health Literacy Scale (AAHLS) and the numeracy section of the Short Test of Functional Health Literacy in Adults (STOFHLA) were used to assess the level of health literacy. Diabetes Knowledge Test 2 (DKT2) was used to assess diabetes knowledge and Summary of Diabetes Self-care Activities scale was used to assess self-care activities. Multiple logistic regression analysis was used to examine the relationship between health literacy and self-care.ResultsThe mean age of the participants was 65.75 ± 5.15 years, and 56.2% of them were males. The mean duration of diabetes was 10.61 ± 5.28 years, 14.3% were illiterate, and 37.2% were university graduates. Positive correlations were found between health literacy, diabetes knowledge, and diabetes self-care activities (p < 0.001). Health literacy and diabetes knowledge were found to be significant predictors of diabetes self-care activities in older adults (aOR = 1.132; 95% CI:1.062–1.207, p < 0.001 and aOR = 1.313; 95% CI: 1.178–1.464, p < 0.001; respectively).ConclusionsHealth literacy and diabetes knowledge were found to be predictors of good self-care activities in older adults living with diabetes. Health educators and health care professionals should focus on health education and the enhancement of diabetes knowledge to improve self-care activities and eventually glycemic control in older adults living with diabetes.

Pengaruh Model Pembelajaran Flipped Classroom Terhadap Literasi Numerasi Siswa Kelas VIII SMP Swasta Gajah Mada

Mathematics plays an important role in everyday life, including in the development of human thinking power, science, and technology, although it seems unreal and abstract. This study aims to determine the Effect of the Flipped Classroom Learning Model on Numeracy Literacy of Class VIII Students of Gajah Mada Private Middle School. The methodology of this study uses a quantitative quasi-experimental research type with a posttest in two classes. The population of this study were students of class VIII A, VIII B, VIII C at Gajah Mada Private Middle School with a total of 80 students. The sample in this study was class VIII B, and VIII C. The data sampling technique was carried out using the cluster random sampling technique. Data analysis was carried out with a posttest in both classes. Based on the results of the study, it can be concluded that "The Effect of the Flipped Classroom Learning Model on Numeracy Literacy of Class VIII Students of Gajah Mada Private Middle School". The data of this study are quantitative data obtained from the numeracy literacy test. Data analysis using the t-test. The results of the data analysis show that the ability of numeracy literacy in the Flipped Classroom learning model is higher than numeracy literacy without using the Flipped Classroom learning model. Thus, the flipped class learning model has an effect on students' numeracy literacy.

Comparison of item characteristic analysis models of reading literacy test with polytomous Item Response Theory

This study aims to compare the analysis model of the characteristics of reading literacy items with the polytomous item response theory, which uses the Graded Response Model (GRM), Partial Credit Model (PCM), Generalized Partial Credit Model (GPCM), and Nominal Reasons Model (NRM). This research is quantitative research in nature, and secondary data were used from about 1000 test takers’ responses to reading literacy items in the 2018 reading literacy study analyzed with the R program. This model comparison was carried out so that the analysis results obtained were more accurate in representing the level of reading literacy skills in Indonesia. The results show that the GPCM model is the fit model with an AIC value of 23753.89 and a BIC value of 24042.45, and the number of suitable testlets is 7 out of a total of 7 testlets. Based on the relationship between information function scores and SEM, reading literacy items provide higher information when participants’ abilities range between -2.3 and +2.

Early Oral Language and Cognitive Predictors of Emergent Literacy Skills in Arabic-Speaking Children: Evidence From Saudi Children With Developmental Language Disorder.

Although children with developmental language disorder (DLD) are known to have difficulties with emergent literacy skills, few available studies have examined emergent literacy skills in Arabic-speaking children with DLD. Even though Arabic language characteristics, such as diglossia and orthographic structure, influence the acquisition of literacy in Arabic-speaking children, research shows that oral language skills, such as vocabulary, and cognitive skills, such as verbal short-term memory (VSTM), predict literacy in Arabic-speaking children. Moreover, linguistic and memory abilities are impaired in children with DLD, including Arabic-speaking children. The current study examines the relationships between oral language, VSTM, and emergent literacy skills in Arabic-speaking typically developing (TD) children and children with DLD. Participants were 40 TD children (20 girls; aged 4;0-6;11 [years;months]) and 26 children with DLD (nine girls, aged 4;0-6;11). All participants were monolingual Arabic speakers and matched on age and socioeconomic status. A set of comprehensive Arabic language (vocabulary knowledge, morphosyntactic, and listening comprehension skills), VSTM, and emergent literacy (phonological awareness and letter knowledge skills) tests were administered. The DLD group scored significantly lower than the TD group on language, VSTM, and emergent literacy measures. Results revealed that the contributions of oral language and VSTM to emergent literacy skills across TD and DLD groups were different. In the TD group, VSTM predicted emergent literacy skills, whereas in the DLD groups, both vocabulary knowledge and VSTM predicted emergent literacy skills. This study represents an important first step in understanding emergent literacy skills and their relationships to language and memory in Arabic-speaking children with and without DLD. The implications of these findings for clinical and education provision are discussed.

THE MEDIATING EFFECTS OF ARTIFICIAL INTELLIGENCE LITERACY ON THE ASSOCIATION BETWEEN COMPUTATIONAL THINKING SKILLS AND ORGANIZATIONAL AGILITY AMONG SECONDARY SCHOOL TEACHERS

These days’ educational landscape forces teachers to adapt to changing demands and embrace innovations. In this study, Artificial Intelligence (AI) literacy was analyzed as how it mediates the association between Computational Thinking Skills (CTS) and Organizational Agility (OA) among secondary teachers. A quantitative causal mediation analysis design was utilized in this study. Standardized AI literacy test, CTS Test, and OA test instruments were utilized to gather pertinent data among 305 respondents. The test instruments were first subjected to confirmatory factor analysis for model fitness. Path and mediation analysis through structural equation modeling revealed that CTS significantly predicts AI literacy, AI Literacy significantly predicts OA, and CTS significantly predicts OA. It was found out that AI literacy partially mediates the relationship between CTS and OA among teachers. This recommends that schools should conduct a comprehensive training program to enhance teachers' CTS and AI proficiency for schools' sustained agility. Keywords: AI literacy, computational thinking skills, organizational agility, structural equation modeling, mediation analysis

Transforming science literacy: assessing the ability of chemistry teacher candidates through the viewpoint of Islamic values

Science literacy assessment is important to familiarize students with literacy questions based on aspects of science knowledge and its interaction with the environment, technology, and society. Students' low science literacy is often caused by teachers' low science literacy. This study aims to analyze (1) the science literacy skills of chemistry education students in basic chemistry courses; and (2) the science literacy skills of chemistry education students based on competency aspects which are divided into three achievement indicators. This research is a descriptive study with a quantitative approach, with subjects 21 semester 6 students of the chemistry education study program at UIN Sayyid Ali Rahmatullah Tulungagung. The instrument used was a scientific literacy test in the form of an essay test with 22 questions which have been validated by 2 chemistry education lecturers, and the test results with a test reliability of 0.629, as well as a difficulty level of 1 easy question, 19 medium, and 2 difficult. The results showed that (1) students' science literacy skills were in the "sufficient" category with an average score of 43.9. (2) Analysis based on competency aspects shows the ability to explain phenomena scientifically and identify scientific issues is in the sufficient category, but the use of scientific evidence is low. The findings are expected to provide input to improve learning and practice of science literacy in preparing students as future educators.

Cutting the Gordian knot of the education ‘crisis’ with teacher testing. A blunt instrument that crushes marginalised pre-service teachers

ABSTRACT This paper offers a brief yet evocative glimpse into marginalised pre-service teachers’ (PST) experiences of teacher testing in Australia’s High-stakes Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE). Utilising Critical Disability Theory (CDT)in particular, Goodley’s (2016) concept of neoliberal-ableism, we problematise teacher testing as a gatekeeping tool for students undertaking teacher education. The article highlights how neoliberal education policies in Australia have disempowered and turned away talented and empathetic future teachers. By illuminating their embodied experiences of stress and anxiety, we interrogate neoliberal discourses of power and how teacher testing is used as a blunt instrument to solve complex problems and funnel public funding to private corporations. As part of a larger longitudinal research project, we offer four narrative portraits giving voice to vulnerable PSTs who have become unwitting victims of the high-stakes test juggernaut. This article focuses on five emergent themes from the research: (a) the embodied impact of stress and anxiety on test-takers, (b) withholding of information regarding testing processes and support, (c) the lack of differentiation available to PSTs (d) impacts of edu-businesses and the business of education on vulnerable participants and (e) a passion for differentiation.

Medication Literacy Test for Older Adults: psychometric analysis and standardization of the new instrument.

Low medication literacy is prevalent among older adults and is associated with adverse drug events. The Medication Literacy Test for Older Adults (TELUMI) was developed and content validated in a previously published study. To evaluate the psychometric properties and provide norms for TELUMI scores. This was a cross-sectional methodological study with older adults selected from the community and from two outpatient services. Descriptive item-analysis, exploratory factor analysis (EFA), item response theory (IRT), reliability, and validity analysis with schooling and health literacy were performed to test the psychometric properties of the TELUMI. The classification of the TELUMI scores was performed using percentile norms. A total of 344 participants, with a mean age of 68.7years (standard deviation = 6.7), were included; most were female (66.6%), black/brown (61.8%), had low schooling level (60.2%) and low income (55.2%). The EFA pointed to the one-dimensional structure of TELUMI. A three-parameter logistic model was adopted for IRT. All items had an adequate difficulty index. One item had discrimination < 0.65, and three items had an unacceptable guessing index (< 0.35) and were excluded. The 29-item version of TELUMI had excellent internal consistency (KR20 = 0.89). There was a positive and strong association between TELUMI scores and health literacy and education level. The scores were classified as inadequate medication literacy (≤ 10.0 points), medium medication literacy (11-20 points), and adequate medication literacy (≥ 21 points). The results suggest that the 29-item version of TELUMI is psychometrically adequate for measuring medication literacy in older adults.

Science, Environmental, Technology, Society Approach (SETS) in Improving Science Literacy of Junior High School Students

Science, Environmental, Technology, Society Approach (SETS) in Improving Science Literacy of Junior High School Students. This study aims to describe the implementation of science learning with the Science, Environmental, Technology, Society (SETS) approach, improving students' scientific literacy skills. This study uses a descriptive-quantitative research type with a group Pretest Posttest Design and involves 35 students of class VII-K SMP Negeri 1 Wonoayu as subjects. The research instrument is a science literacy test measured using the TOSLS Scientific Literacy indicators developed by Gormally from the Georgia Institute of Technology. The results showed a significant increase in students' scientific literacy with an N-Gain value of 0.74 which is included in the high category. In conclusion, the implementation of the SETS-Based Guided Inquiry Learning Model has proven effective in improving the scientific literacy of junior high school students.

Improving Students' Science Literacy Skills through Treasure Hunting Games with Problem Based Learning Model

This study aims to evaluate the impact of the Problem Based Learning (PBL) model with a treasure hunt game strategy on improving students' scientific literacy skills. The research method employed a quasi-experimental approach with a pretest-posttest control group design. The subjects consisted of two classes: an experimental class implementing the PBL model with the treasure hunt game strategy and a control class using conventional teaching methods. Data were collected through scientific literacy tests administered before and after the intervention and analyzed using stacking and racking analysis based on the Rasch Model. The results indicated that both classes experienced an increase in scientific literacy skills, with the experimental class showing a higher average increase of 1.99 compared to the control class's 1.80. Although the percentage difference in improvement was only about 11.24%, this suggests that the PBL method with the game strategy can provide additional positive contributions to science learning. The discussion highlights the importance of proper method implementation, teacher-student interaction, and learning environment conditions in influencing learning outcomes. In conclusion, while the PBL method with the game strategy is effective in enhancing scientific literacy, a holistic approach is still needed for optimal development of students' abilities.

Science Literacy Support for Improving Students Argumentation Skills

This study explores the impact of science literacy on improving students' argumentation skills at SMA Negeri 21 Surabaya during the 2023/2024 academic year, within the context of the "Merdeka Belajar" initiative and 21st-century competencies. This quantitative correlational research involved 60 students from classes XI-2 and XI-10, selected using purposive sampling techniques. Based on Toulmin's argument model and the PISA science literacy framework, data was collected through science literacy tests and argumentation skill assessments. Data analysis using Minitab 18 revealed a significant positive correlation between science literacy and argumentation skills, with p &lt; 0.05 and correlation coefficients of 0.710 for class XI-2 and 0.926 for class XI-10. These findings support the hypothesis that enhancing science literacy can improve students' argumentation skills. This study highlights the importance of integrating argumentation skills into science education to enhance science literacy and recommends developing a curriculum that supports argumentation practices to improve students' critical thinking and problem-solving skills.

Assessing student teachers’ knowledge of English to inform curriculum design in initial teacher education

Background: In Initial Teacher Education (ITE) programmes, there are concerns about student teachers’ English language proficiency.Aim: To discuss the first iteration of the PrimTEd English language and literacy test and analyse the results for information about the test instrument and about student teacher attainment.Setting: South African student teachers in BEd programmes preparing for teaching in primary schools, across six public universities, participated in the test from 2020 to 2022.Methods: The student results for the PrimTEd English assessment were analysed using basic statistics, focussing on the largest samples of first-year and fourth-year students who took both the subtests. The items in each subtest were coded according to their underlying language constructs, and each subtest was subjected to Rasch analysis before the test was considered as a whole.Results: The initial test showed the attainment of fourth-year students (mean = 55%, standard deviation [SD] = 21%, n = 731) was only 3 percentage points higher than that of first-year students (mean = 52%, SD = 20%, n = 1177).Conclusion: The similarities between the first- and fourth-year students’ test results is concerning. There remains much work to be done in building student teachers’ English language proficiency in BEd programmes.Contribution: The findings and recommendations should be useful to ITE lecturers in designing programmes that enable progressive development of English language and literacy competence from first year to graduation.

Comparing approaches for chemoprevention for school-based malaria control in Malawi: an open label, randomized, controlled clinical trial

School-age children in sub-Saharan Africa suffer an underappreciated burden of malaria which threatens their health and education. To address this problem, we compared the efficacy of two school-based chemoprevention approaches: giving all students intermittent preventive treatment (IPT) or screening and treating only students with detected infections (IST). In a three-arm, open-label, randomized, controlled trial (NCT05244954) in Malawi, 746 primary school students, aged 5-19 years, were individually randomized within each grade-level to IPT (n=249), IST with a high-sensitivity rapid diagnostic test (hs-RDT, n=248), or control (n=249). At six-week intervals three times within the peak malaria transmission season (February-June 2022) treatment with dihydroartemisinin-piperaquine (DP) was administered to girls <10 years and all boys, and chloroquine to older girls. The primary outcome was Plasmodium falciparum (Pf) infection detected by PCR 6-8 weeks after the final intervention. Secondary outcomes included anaemia, clinical malaria, and scores on tests of attention, literacy, and math. Analysis was by modified intention-to-treat. Outcomes analyses included 727 (97%) participants. At the end of the study, prevalence of Pf infection was 17% (41/243) in the IPT arm, 24% (58/244) in the IST arm, and 53% (127/240) in the control arm. Compared to controls, IPT and IST reduced the odds of Pf infection (IPT adjusted odds ratio [aOR]: 0.18 (95% CI: 0.11, 0.27); p<0.0001; IST aOR: 0.27 (95% CI: 0.18, 0.40); p<0.0001). However, only participants receiving IPT had a lower incidence of clinical malaria (0.19 cases per person per six months (95% CI: 0.14, 0.27) vs 0.56 (95% CI: 0.46, 0.68); incidence rate ratio: 0.38 (95% CI: 0.26, 0.55); p<0.0001)) and prevalence of anaemia (8% [20/243] vs 15% [36/240]; aOR: 0.49 (95% CI: 0.27, 0.91); p=0.023) compared to controls. Literacy scores were higher in both intervention arms. No between group differences in tests of attention or math or number of serious adverse events were found. Results support implementation of IST with hs-RDTs or IPT for reduction in the prevalence of infection. Based on reductions in clinical malaria, IPT may provide additional benefits warranting further consideration by school-based malaria chemoprevention programs. Doris Duke Charitable Foundation Clinical Scientist Development Award 2021191, U.S. NIH K24AI114996 & K23AI135076.

Development of an Instructional Model to Enhance Mathematical Literacy for Secondary Students

This study aims (1) to develop an instructional model to enhance mathematical literacy for secondary students and (2) to examine the effects of using this instructional model. The sample group consisted of students from Lampabpla Wittayakarn School, under the jurisdiction of the Surin Secondary Educational Service Area Office in Thailand by using cluster random sampling, during the second semester of the 2021 academic year. Fifteen students from Grade 9/2 were selected as the experimental group, and 15 students from Grade 9/1 were selected as the control group. The data collection tools: 1) interviews; 2) focus group discussion; 3) mathematical literacy tests; and 4) student satisfaction questionnaires. The statistics used for data analysis include percentage, arithmetic mean, standard deviation, dependent and independent t-test. The research findings revealed that (1) the instructional model to enhance mathematical literacy for secondary students comprises six components: 1) principles and basic theoretical concepts, 2) objectives of the model, 3) instructional management procedures, 4) social system, 5) principles of response, and 6) support system. (2) results of using the instructional model showed that: 1) the experimental group of students had markedly higher mathematical literacy after the intervention compared to before, at the .05 significance level; 2) the experimental group had significantly higher mathematical literacy than the control group, at the .05 significance level; and 3) the experimental group reported the highest level of satisfaction with the instructional model to enhance mathematical literacy for secondary students, with an average score of 4.50 and a standard deviation of 0.17.

LITERASI MATEMATIKA SMA DENGAN PROBLEM BASED LEARNING BERBANTUAN MODUL

Mathematical literacy is an important skill that students need in learning mathematics. The Problem Based Learning model invites students to be able to solve existing problems to improve students' mathematical literacy. The purpose of this study was to determine the mathematical literacy of SMA N 1 Grabag students during learning by using the Problem Based Learning model assisted by modules. The research method used was quantitative research method. This research design uses Pretest - Posttest Control Group Design. The population in this study were all X grade students at SMA N 1 Grabag totaling 9 classes. Sampling in this study used cluster random sampling and obtained an experimental class, namely class X E5 with 36 students and a control class, namely class X E6 with 35 students. The data collection method used the mathematical literacy test method. The statistical analysis used normality test, homogeneity test, independent sample t test, and one party t test.

Validity of Project Model Science Learning Tools Assisted by Augmented Reality to Improve Students' Literacy and Creative Thinking Abilities

The development of project model science learning tools assisted by augmented reality has been carried out to improve students' literacy and creative thinking abilities. This development research aims to produce a valid product and describe the results of the validation of the learning device so that it is suitable for use in the learning process. This type of research is research and development with 4D model design which consists of the definition, design, development and dissemination stages. Validation of learning tools was carried out by three competent expert validators at Mataram University. The development of augmented reality-assisted project model science learning tools developed consists of a syllabus, lesson plans, teaching materials, LKPD, augmented reality media as well as scientific literacy test instruments and creative thinking ability test instruments. The results of the research show that the project model science learning tools assisted by augmented reality have very valid and reliable criteria so that they are suitable for use in the science learning process in schools to improve students' scientific literacy and creative thinking abilities.

The effectiveness of science encyclopedia-assisted project-based learning integrated with the STEM approach in enhancing pre-service elementary teachers’ scientific literacy

Scientific literacy plays a crucial role for elementary teachers in developing the strategies of science learning and implementing them in the classroom. Nevertheless, the scientific literacy of college students in elementary education has not been optimal. Science encyclopedia-assisted project-based learning (PjBL) integrated into the science, technology, engineering and mathematics (STEM) approach is hypothesized to enhance scientific literacy. The present study describes and examines the effectiveness of science encyclopedia-assisted STEM-PjBL in enhancing pre-service elementary teachers’ scientific literacy. Quasi-experimental research using a pre- and post-tests control group design was applied to this study. 56 pre-service elementary teachers at the University of Halu Oleo were involved in this study whereby they were equally distributed to two groups. A test of scientific literacy was adapted and used to measure scientific literacy. Descriptive and inferential statistics were used to describe and analyse the data of scientific literacy. Results revealed that science encyclopedia-assisted STEM-PjBL had a positive modest effect on the achievement of scientific literacy. The scientific literacy of college students in elementary education who received science encyclopedia-assisted STEM-PjBL had moderate enhancement. Additionally, a science encyclopedia-assisted STEM-PjBL significantly enhanced scientific literacy. Educational practitioners can implement a science encyclopedia-assisted PjBL integrated STEM approach to enhance scientific literacy resulting in high achievement in science education.

Enhancing Reading Literacy in Thai Grade 2 Students through Active Learning Activities

The purpose of this study was to investigate the effectiveness of employing a comprehensive active learning management plan in enhancing reading literacy among 2nd-Grade students in Thailand. The participants were 24 English as a foreign language (EFL) students in Thailand, selected through cluster random sampling. The research instruments included a learning management plan featuring a mix of active learning activities, including game-based learning, interactive storytime, story swap, and comprehension puzzles, and a pre–post reading literacy test. Data were analyzed using percentages, mean score, standard deviation, learning management effectiveness (E1: E2), the Effectiveness Index (E.I.), and a paired samples t test. The results show that active learning is effective, with students’ post-test scores being significantly higher than their pre-test scores. This study contributes to the existing body of evidence supporting active learning in primary school language classrooms. It highlights the benefits of incorporating a variety of active learning activities, rather than relying on a single approach, to enhance reading literacy.

Developing and validating measures for AI literacy tests: From self-reported to objective measures

The majority of AI literacy studies have designed and developed self-reported questionnaires to assess AI learning and understanding. These studies assessed students' perceived AI capability rather than AI literacy because self-perceptions are seldom an accurate account of true measures. International assessment programs that use objective measures to assess science, mathematical, digital, and computational literacy back up this argument. Furthermore, because AI education research is still in its infancy, the current definition of AI literacy in the literature may not meet the needs of young students. Therefore, this study aims to develop and validate an AI literacy test for school students within the interdisciplinary project known as AI4future. Engineering and education researchers created and selected 25 multiple-choice questions to accomplish this goal, and school teachers validated them while developing an AI curriculum for middle schools. 2390 students in grades 7 to 9 took the test. We used a Rasch model to investigate the discrimination, reliability, and validity of the items. The results showed that the model met the unidimensionality assumption and demonstrated a set of reliable and valid items. They indicate the quality of the test items. The test enables AI education researchers and practitioners to appropriately evaluate their AI-related education interventions.