Faculty of management, University of Tehran, Tehran, Iran , poursalehi@ut.ac.ir
Abstract: (253 Views)
Objective: The evaluation of information literacy is essential for the enhancement of educational quality. It allows educators to assess students' foundational competencies and the efficacy of their teaching strategies while offering constructive feedback. This study aims to introduce and compare various types of rubrics—including holistic, single-point, and analytical rubrics—developed for the assessment of students' information literacy. A pilot implementation of these rubrics will facilitate this comparative analysis.
Method: This research adopts an action research methodology. Through a comprehensive review of pertinent literature and interviews with 16 educators from three private schools located in District 2 of Tehran, we formulated different rubric types. This methodology resulted in a diverse array of assessment tools for evaluating students' information literacy, which were subsequently piloted with 19 4, 5 and 6 grades students.
Findings: The findings underscore the distinct advantages of each rubric type in delineating students' performance levels. Depending on the specific evaluative objectives established by the instructor, any of these rubrics can be effectively employed. The holistic rubric provides a succinct summary assessment in a single-word format, whereas the analytical rubric delivers a more comprehensive breakdown through specific descriptive elements. The single-point rubric facilitates targeted feedback, enabling students to focus on particular areas for improvement. The appropriate application of these tools can significantly enhance the quality of information literacy education through precise assessments and constructive feedback.
Conclusion: The primary advantage of utilizing rubrics for the evaluation of students prior to, during, and following information literacy instruction lies in the establishment of clear and specific expectations. This clarity enhances students' concentration on tasks while maintaining the integrity of the educational process. In addition to providing national and regional frameworks for rubric development, it is imperative that rubrics be continuously refined to align with instructional practices.
Method: This research adopts an action research methodology. Through a comprehensive review of pertinent literature and interviews with 16 educators from three private schools located in District 2 of Tehran, we formulated different rubric types. This methodology resulted in a diverse array of assessment tools for evaluating students' information literacy, which were subsequently piloted with 19 4, 5 and 6 grades students.
Findings: The findings underscore the distinct advantages of each rubric type in delineating students' performance levels. Depending on the specific evaluative objectives established by the instructor, any of these rubrics can be effectively employed. The holistic rubric provides a succinct summary assessment in a single-word format, whereas the analytical rubric delivers a more comprehensive breakdown through specific descriptive elements. The single-point rubric facilitates targeted feedback, enabling students to focus on particular areas for improvement. The appropriate application of these tools can significantly enhance the quality of information literacy education through precise assessments and constructive feedback.
Conclusion: The primary advantage of utilizing rubrics for the evaluation of students prior to, during, and following information literacy instruction lies in the establishment of clear and specific expectations. This clarity enhances students' concentration on tasks while maintaining the integrity of the educational process. In addition to providing national and regional frameworks for rubric development, it is imperative that rubrics be continuously refined to align with instructional practices.
Keywords: Scoring indicators, information literacy education, information literacy assessment, evaluation of information literacy, second-grade elementary school, feedback
Type of Study: qualitative |
Subject:
Information Literacy and Information Media
Received: 2024/05/28 | Accepted: 2024/02/29
Received: 2024/05/28 | Accepted: 2024/02/29
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