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Abstract
The paper describes a system for assessing the development of digital competence of prospective engineering teachers: four criteria, three levels and the matching of assessment tools to them. The calculation of Pearson’s chi-square test is demonstrated with an example (χ² = 25.34) and supplemented by effect size (Cramér’s V), difference-in-change and confidence intervals. The limitation of the ordinal scale and the need to verify baseline equivalence of groups are substantiated.
References
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