A Novel Assessment Tool for Quantitative Evaluation of Science Literature Search Performance: Application to First-Year and Senior Undergraduate Biology Majors

Autor/inn/en	Blank, Jason M.; McGaughey, Karen J.; Keeling, Elena L.; Thorp, Kristen L.; Shannon, Conor C.; Scaramozzino, Jeanine M.
Titel	A Novel Assessment Tool for Quantitative Evaluation of Science Literature Search Performance: Application to First-Year and Senior Undergraduate Biology Majors
Quelle	In: College & Research Libraries, 77 (2016) 6, S.682-702 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0870
DOI	10.5860/crl.77.6.682
Schlagwörter	Undergraduate Students; Biology; Science Instruction; Science Education; Scientific Literacy; College Science; Comparative Testing; Multivariate Analysis; Correlation; Majors (Students); Case Studies; Information Literacy; Library Education; College Freshmen; College Seniors; Statistical Analysis; California + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Multivariate Analyse; Korrelation; Case study; Fallstudie; Case Study; Informationskompetenz; Bibliothekarausbildung; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Statistische Analyse; Kalifornien
Abstract	Expertise in searching and evaluating scientific literature is a requisite skill of trained scientists and science students, yet information literacy instruction varies greatly among institutions and programs. To ensure that science students acquire information literacy skills, robust methods of assessment are needed. Here, we describe a novel tool for longitudinal, crossover assessment of literature-searching skills in science students and apply it to a cross-sectional assessment of literature-searching performance in 145 first-year and 43 senior biology majors. Subjects were given an open-ended prompt requiring them to find multiple sources of information addressing a particular scientific topic. A blinded scorer used a rubric to score the resources identified by the subjects and generate numerical scores for source quality, source relevance, and citation quality. Two versions of the assessment prompt were given to facilitate eventual longitudinal study of individual students in a crossover design. Seniors were significantly more likely to find relevant, peer-reviewed journal articles, provide appropriate citations, and provide correct answers to other questions about scientific literature. This assessment tool accommodates large numbers of students and can be modified easily for use in other disciplines or at other levels of education. (As Provided).
Anmerkungen	Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. e-mail: acrl@ala.org; Web site: http://crl.acrl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01