Assessment of information literacy skills among first year students
<div><em>The development of research and information literacy skills in first year students is essential, but challenging. Approaches to developing these skills that are embedded within subject design, and use a blended approach between online and face-to-face delivery are cons...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Queensland University of Technology
2013-04-01
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| Series: | International Journal of the First Year in Higher Education |
| Subjects: | |
| Online Access: | https://fyhejournal.com/article/view/140 |
| _version_ | 1818262208909410304 |
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| author | Zali Yager Fiona Salisbury Linda Kirkman |
| author_facet | Zali Yager Fiona Salisbury Linda Kirkman |
| author_sort | Zali Yager |
| collection | DOAJ |
| description | <div><em>The development of research and information literacy skills in first year students is essential, but challenging. Approaches to developing these skills that are embedded within subject design, and use a blended approach between online and face-to-face delivery are considered best practice in this area. However research has yet to identify the most appropriate form of assessment of these skills. </em></div><div><em><br /></em></div><div><em>We used constructive alignment to embed research skills in a first year subject. Students were assessed on their research skills using a diagnostic online quiz in week one, and then in week six, their application of their skills in their assignment was assessed using a rubric. We created a matched sample of the results on these two forms of assessment that included 227 students. Our main aim was to determine whether there was a relationship between quiz and rubric scores, and to assess the practical relevance of the quiz in terms of identifying students who might be in need of additional support. We found a small, but significant, positive correlation between quiz and rubric results and conclude that both the quiz and the rubric are useful forms of assessment, and that there are benefits to using both within an embedded curriculum.</em></div><div><br /></div> |
| first_indexed | 2024-12-12T18:59:29Z |
| format | Article |
| id | doaj.art-bec0b0ed951b4317a15b1fcd48554edd |
| institution | Directory Open Access Journal |
| issn | 1838-2959 |
| language | English |
| last_indexed | 2024-12-12T18:59:29Z |
| publishDate | 2013-04-01 |
| publisher | Queensland University of Technology |
| record_format | Article |
| series | International Journal of the First Year in Higher Education |
| spelling | doaj.art-bec0b0ed951b4317a15b1fcd48554edd2022-12-22T00:15:07ZengQueensland University of TechnologyInternational Journal of the First Year in Higher Education1838-29592013-04-0141597110.5204/intjfyhe.v4i1.14071Assessment of information literacy skills among first year studentsZali Yager0Fiona Salisbury1Linda Kirkman2La Trobe UniversityLa Trobe UniversityLa Trobe University<div><em>The development of research and information literacy skills in first year students is essential, but challenging. Approaches to developing these skills that are embedded within subject design, and use a blended approach between online and face-to-face delivery are considered best practice in this area. However research has yet to identify the most appropriate form of assessment of these skills. </em></div><div><em><br /></em></div><div><em>We used constructive alignment to embed research skills in a first year subject. Students were assessed on their research skills using a diagnostic online quiz in week one, and then in week six, their application of their skills in their assignment was assessed using a rubric. We created a matched sample of the results on these two forms of assessment that included 227 students. Our main aim was to determine whether there was a relationship between quiz and rubric scores, and to assess the practical relevance of the quiz in terms of identifying students who might be in need of additional support. We found a small, but significant, positive correlation between quiz and rubric results and conclude that both the quiz and the rubric are useful forms of assessment, and that there are benefits to using both within an embedded curriculum.</em></div><div><br /></div>https://fyhejournal.com/article/view/140transitiongeneric skillsinformation literacy |
| spellingShingle | Zali Yager Fiona Salisbury Linda Kirkman Assessment of information literacy skills among first year students International Journal of the First Year in Higher Education transition generic skills information literacy |
| title | Assessment of information literacy skills among first year students |
| title_full | Assessment of information literacy skills among first year students |
| title_fullStr | Assessment of information literacy skills among first year students |
| title_full_unstemmed | Assessment of information literacy skills among first year students |
| title_short | Assessment of information literacy skills among first year students |
| title_sort | assessment of information literacy skills among first year students |
| topic | transition generic skills information literacy |
| url | https://fyhejournal.com/article/view/140 |
| work_keys_str_mv | AT zaliyager assessmentofinformationliteracyskillsamongfirstyearstudents AT fionasalisbury assessmentofinformationliteracyskillsamongfirstyearstudents AT lindakirkman assessmentofinformationliteracyskillsamongfirstyearstudents |