Design of a Data Literacy Assessment Scale

• Luciana S. Brito Federal University of Rio de Janeiro http://orcid.org/0000-0002-4122-2588
• Juliana B. S. França Federal University of Rio de Janeiro https://orcid.org/0000-0001-6300-8139
• Angélica F. S. Dias Federal University of Rio de Janeiro https://orcid.org/0000-0002-7348-1525
• Adriana S. Vivacqua Federal University of Rio de Janeiro https://orcid.org/0000-0001-6830-5730

DOI: https://doi.org/10.5753/wide.2022.227509

Abstract

Large amounts of data have been widely created and consumed since the first two decades of the twenty century. The ability to read, work, analyze and argue with data is called data literacy. These skills are not always well developed in schools, even though related aspects are mentioned in Brazil’s National Curriculum. Holes in basic education will eventually lead to citizens who are not able to critically read a data-based piece and might more easily fall prey to fake news or misleading news stories. We designed a data literacy scale through Design Science Research. The artifact was evaluated positively by mathematicians, statisticians, and a data scientist from public institutions, who contributed with suggestions to its final version. Our contributions include a qualitative data literacy scale, that assesses students on sixty data literacy abilities organized into seven categories that go from "data collection" to "make informed decisions"; an actualized data literacy definition, and a framework generalizing the process of scale development.

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