Reliability and validity test of a Scoring Rubric for Information Literacy

Helvoort, A.A.J. (Jos) van; Brand‐Gruwel, Saskia; Huysmans, Frank; Sjoer, Ellen

doi:10.1108/jd-05-2016-0066

Cited by 12 publications

(11 citation statements)

References 20 publications

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“…Carrying out the validity process allows the obtainment of data to refine the rubric and make decisions on the adaptation of the criteria or their elimination, in a continual effort to improve in this way so it can be used, taking into account the empirical support. Subsequently, we will continue with the recommendations of the literature [14] and the reliability process, using methods, such as the agreement percentage between applicators, or the use of statistics, such as the intraclass correlation coefficient [15].…”

Section: Discussionmentioning

confidence: 99%

“…Something important to point out is the problem of using rubrics without taking care of the systematic process of their elaboration [12], the reason why they are being used as an instrument to evaluate the performance in a task and for what activity or learning product their validity and reliability properties should be considered to be effective [13][14][15].…”

Section: Introductionmentioning

confidence: 99%

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Validation of a Rubric to Evaluate Open Educational Resources for Learning

Gómez

Cano

Díaz

2019

Behavioral Sciences

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Open Educational Resources (OERs) include different web formats, such as audio, video, images and text that can be modified, redistributed and used for learning about a specific topic, however, it became pertinent to create an OER evaluation tool with content validity. The present work gives an account of the content validation process using a 41-criteria rubric, each one with three performance levels, developed from a documentary search on relevant aspects to be included in a learning object. Six expert judges were contacted and decided whether each criterion was essential, useful but not essential or not necessary. Based on this, the Content Validity Reason (CVR) was calculated, obtaining 32 validated criteria. Among some conclusions, it can be mentioned that the validation process of contents allowed the identification of those criteria that require modifications or, if necessary, can be discarded to increase the validity of the heading in its whole.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Validation of a Rubric to Evaluate Open Educational Resources for Learning

Gómez

Cano

Díaz

2019

Behavioral Sciences

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“…To determine the underlying structures by country, confirmatory factor analysis was applied (Van Helvoort et al, 2017). This procedure had previously been used by Mackey and Ho (2005), to identify dimensions of IL and information technologies; by ChanLin (2009) in library and information science (LIS) undergraduates; or by , who present a largescale study involving IL perceptions among social science students.…”

Section: Latent Structuresmentioning

confidence: 99%

Perceptions of information literacy competencies among future psychology professionals: a comparative study in Spain and Portugal

Pinto

Fernández-Pascual

Lopes

et al. 2020

AJIM

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PurposeThe aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE) and preferred source of learning (SL) of information literacy (IL) competencies among psychology students in Spain and Portugal.Design/methodology/approachUnified protocol was based on the questionnaire IL-HUMASS (26 items). Quantitative diagnostic-comparative study was carried out, including factor and variance analysis. Hypothesis compliance was checked.FindingsBy country, there are no significant differences in students' perceptions, although the scores in BI are higher than in SE. By category, there are some significant differences, and the least valued is that of processing. By individual competency, seven of them show differences between countries. Learning preferences are for a mix of classroom and autonomous learning. Students barely realize the value of libraries. Within factor structures, which share the same components in each dimension, some emerging factors do appear.Practical implicationsMotivation (BI and SE) with respect to IL competencies is a key asset for future psychologists. Interest should focus on some emerging motivational factors. Students' appreciation of the library should enhance through the corresponding initiatives for improvement. This method could be complemented by qualitative studies.Originality/valueThis is probably the first diagnostic-comparative study on perceptions of IL competencies among future psychology professionals.

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“…A meta-analysis of the effectiveness of scoring rubrics for performance assessment found that rubrics improve both intra-and inter-rater reliability (Jonsson and Svingby 2007). Within the library setting, rubrics are used to evaluate student learning of information literacy standards (Wilson and Angel 2017;van Helvoort 2017). Rubrics are also useful for evaluating tools in a standardized way.…”

Section: Literature Reviewmentioning

confidence: 99%

Using the Visualization Software Evaluation Rubric to explore six freely available visualization applications

Atwood¹,

Reznik-Zellen²

2018

JeSLIB

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Objective: As a variety of visualization tools become available to librarians and researchers, it can be challenging to select a tool that is robust and flexible enough to provide the desired visualization outcomes for work or personal use. In this article, the authors provide guidance on several freely available tools, and offer a rubric for use in evaluating visualization tools. Methods: A rubric was generated to assist the authors in assessing the selected six freely available visualization tools. Each author analyzed three tools, and discussed the differences, similarities, challenges, and successes of each. Results: Of the six visualization tools, two tools emerged with high marks. The authors found that the rubric was a successful evaluation tool, and facilitated discussion on the strengths and weaknesses of the six selected visualization pieces of software. Conclusions: Of the six different visualization tools analyzed, all had different functions and features available to best meet the needs of users. In a situation where there are many options available, and it is difficult at first glance to determine a clear winner, a rubric can be useful in providing a method to quickly assess and communicate the effectiveness of a tool.

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Reliability and validity test of a Scoring Rubric for Information Literacy

Cited by 12 publications

References 20 publications

Validation of a Rubric to Evaluate Open Educational Resources for Learning

Validation of a Rubric to Evaluate Open Educational Resources for Learning

Perceptions of information literacy competencies among future psychology professionals: a comparative study in Spain and Portugal

Using the Visualization Software Evaluation Rubric to explore six freely available visualization applications

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