## 4 Results
### Results from the Assessment  
Classical Test Theory concentrates on measuring the difficulty of a task, the discrimination of the items [36, 37] and the concept validity. Concept validity means that the items are in alignment with the competence goals mentioning Internet safety issues in the curriculum.  
The \(p\)-value of the tasks can be used as an indicator of a Difficulty Index (DI). A high level on the p-value indicates an easy task, for instance, \(p=0.70\) means that 70% of the students answered correctly. On the other hand, a low level of \(p\)-value indicates a more difficult task, for instance, \(p=0.25\). There are no absolute values for difficulty [36], but there are recommendations. [PERSON] suggests that acceptable values of \(p\)-value are lower than 0.85 and higher than 0.15 [37]. However, a \(p\)-value = 0.5 contributes more to measurement than the \(p\)-values further away from 0.5.  
Discrimination is about whether those who succeed with a task are also successful with the rest of the tasks on the test. The discrimination is measured by the correlation between each item and the total score of the test. According to literature, values of DC \(>\) 0.20 are acceptable; however, values of DC \(>\) 0.40 are desirable [37, 38].  
Table 1 contains the p-values and the discrimination of all the 20 items from the quiz. When it comes to \(p\)-value, item 13 has a \(p\)-value = 0.25, meaning that 25% of the students were able to answer the item correctly. However, the remaining 19 items have \(p\)-values from \(p=0.60\) and above. Table 2 provides an overview of the frequency of \(p\)-values for the 20 items. Table 2 shows that 30% of the items have \(p\)-values between 0.60 and 0.69, whereas 30% of the items have \(p\)-values between 0.70 and 0.80. The findings reveal that 35% of the items have \(p\)-values above 0.80. Overall, six of the items have a \(p\)-value above 0.85, and these need to be scrutinized and revised for further studies.  
When it comes to the discrimination values, Table 1 show that 19 of the 20 items have acceptable levels of discrimination; item correlation with total score above 0.20. Item 1 has a lower level of discrimination, as the correlation between item 1 and the total score of all items is 0.16.  
When it comes to the measuring the concept of Internet safety, all questions are mapped to the competence aims in the curriculum for students entering upper secondary school. Furthermore,Cronbach's alpha = 0.80, which indicates a good internal consistency of the 20 questions used to measure Internet safety.  
The total score from the assessment of Internet safety awareness shows that the overall difficulty of the Internet safety test was \(p=0.75\). The average score was 15.06 (\(SD=3.64\)). The schools with the highest score have an average score of 17.14 points, whereas the schools with the lowest score have an average score of 11.63 points. This difference in scores is 5.51 points and this difference represents 1.51 \(SD\) from the highest to the lowest scoring school.  
The results from the reading proficiency test were presented with the share of students from each school above a critical threshold. The average score was 80% above the critical threshold (\(SD=13.45\)). The schools with the highest share of students had 97% above the critical threshold and the schools with the lowest share of students had 44% above the critical threshold.