Assessing Learning, Critical Reflection, and Quality Educational Outcomes: The Critical Incident Questionnaire

Abstract

This research study incorporates Brookfield's Critical Incident Questionnaire (CIQ) as a qualitative instrument to assess the ACRL Information Literacy Competency Standards for Higher Education in one library's instructional curriculum. A sample (n=348) of English Composition II students was studied over the course of two semesters during a four-session instructional program. A methodological framework of critical reflection, incidents, and events was incorporated, as well as reflection on practice. Results of the study showed the CIQ was effective in supporting qualitative methods for assessment of critical reflection in general and the ACRL Standards specifically during the research and learning process.

Best methods for evaluating educational impact: a comparison of the efficacy of commonly used measures of library instruction

“…This allows instruction to be modified on the go. Güstrap and Dupre described an English composition course in which multiple sections of students (-600) participated in curriculumintegrated IL training [40]. During each of 4 library instruction sessions, students completed "critical incident questionnaires" about their information needs and skills.…”

“…Attitudes are quantified in terms of satisfaction, corifidence, comfort likes, dislikes, preferences, interests, and so forth. Surveys are often used to evaluate the training itself, the instructors, training resources (blogs, clickers, videos), or the method of instruction (online or face-to-face) [38,40,44,[57][58][59][60].…”

Reflection for learning:

“…There is a growing body of literature that reports on engaging university students with reflection in order to build IL capabilities (e.g. Bruce and Hughes 2010;McGuinness and Brien 2007;Gilstrap and Dupree 2008) and the review will focus on the use of reflective pedagogies and assessments in the HE context. As noted in the introduction, the wider literature on teaching and learning recommends the use of reflection in constructivist pedagogies, and the IL literature supports this view.…”

“…ing in response to critical incidents of information search and use (Bruce and Hughes 2010). Gilstrap and Dupree (2008) report on the use of a Critical Incident Questionnaire with students in each of a short series of IL classes. Students were asked to reflect on the critical incidents that had occurred for them during the class and complete the short questionnaire.…”

“…Reflective assessments have been used to determine whether or not learning outcomes have been met (Nutefall 2005) and whether or not students have achieved defined competencies, in for example an institutional IL framework (Lahlafi et al 2012). The Big 6 model (Diekema et al 2011) and the ACRL standards (Gilstrap and Dupree 2008) have also been used as frameworks for analysis. However in many of the projects included in this review it is not clear whether specific learning outcomes related to IL have been included in modules, nor whether teachers have 2012), however none of the research included in this review has used the SCONUL Seven Pillars themselves as a framework for assessing the extent to which IL has been developed and in which areas.…”