An inaccurate self-assessment might hinder the effectiveness of the self-management of one's learning, for example, people underestimating their knowledge might not utilize their capabilities. Inaccuracies in self-reported knowledge also hinder the comparability of the data across different respondents. The overclaiming technique (OCT) allows the identification of accuracy and exaggeration in self-reported knowledge and enhances the comparability of the data. Respondents are asked to evaluate their degree of familiarity with a series of items including both existing concepts from a specific field of knowledge and non-existing words. The technique has been used in various knowledge domains (e.g. mathematics) but no previous study has used the OCT in the domain of ICT knowledge on a large-scale sample. This study fills this gap. We created a set of existing ICT concepts and non-existing words. Using the set, we studied the differences in the accuracy and exaggeration of the ICT knowledge self-reports of Czech students at upper secondary schools, which have different emphases on ICT skills development (N = 1,871). ICT students report that they are more familiar than students from other school types with not only existing concepts but also non-existing words. Also, males claim more familiarity with both existing and non-existing concepts. Regards external validity, the OCT adjusted familiarity index corresponds more closely to the actual knowledge, as measured by an ICT achievement test, (r = 0.53) than the unadjusted familiarity index (r = 0.37). We show that the adjustment of student self-reports using the OCT offers promising results.

不正确的自我评估可能会阻碍学习自我管理的有效性，例如，人们低估了自己的知识可能无法利用他们的能力。自我报告的知识不准确也阻碍了不同受访者之间数据的可比性。覆盖技术（OCT）可以识别自我报告的知识的准确性和夸张性，并增强数据的可比性。要求受访者评估他们对一系列项目的熟悉程度，这些项目包括来自特定知识领域的现有概念和不存在的单词。该技术已在各种知识领域（例如数学）中使用，但以前没有研究在大规模样本中将OCT用于ICT知识领域。这项研究填补了这一空白。我们创建了一组现有的ICT概念和不存在的词语。使用该数据集，我们研究了捷克高中学生ICT知识自我报告的准确性和夸张程度的差异，这些差异对ICT技能的开发有不同的侧重点（N = 1,871）。信息通信技术专业的学生报告说，他们比其他学校类型的学生更熟悉现有的概念和不存在的单词。另外，男性声称对现有和不存在的概念更加熟悉。关于外部有效性，OCT调整后的熟悉度指数与通过ICT成就测试测得的实际知识更为接近，（我们研究了捷克高中学生ICT知识自我报告在准确性和夸张方面的差异，这些知识在ICT技能发展上有不同的侧重点（N = 1,871）。信息通信技术专业的学生报告说，他们比其他学校类型的学生更熟悉现有的概念和不存在的单词。另外，男性声称对现有和不存在的概念更加熟悉。关于外部有效性，OCT调整后的熟悉度指数与通过ICT成就测试测得的实际知识更为接近，（我们研究了捷克高中学生ICT知识自我报告在准确性和夸张方面的差异，这些知识在ICT技能发展上有不同的侧重点（N = 1,871）。信息通信技术专业的学生报告说，他们比其他学校类型的学生更熟悉现有的概念和不存在的单词。另外，男性声称对现有和不存在的概念更加熟悉。关于外部有效性，OCT调整后的熟悉度指数与通过ICT成就测试测得的实际知识更为接近，（男性声称对现有和不存在的概念更加熟悉。关于外部有效性，OCT调整后的熟悉度指数与通过ICT成就测试测得的实际知识更为接近，（男性声称对现有和不存在的概念更加熟悉。关于外部有效性，OCT调整后的熟悉度指数与通过ICT成就测试测得的实际知识更为接近，（r  = 0.53）比未调整的熟悉度指标（r  = 0.37）。我们显示，使用OCT调整学生自我报告的结果令人鼓舞。