Using item analysis to evaluate the validity and reliability of an existing online information literacy skills assessment instrument

Lockhart, Janine

doi:10.7553/80-2-1515

Cited by 4 publications

(4 citation statements)

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“…This explanation proves that validity and reliability are absolute requirements that must be possessed by quality instruments, including sets of questions made by educators or lecturers (Danni & Tauratiya, 2020;Faridah, 2021). The reliability of assessments after teaching interventions is important to be carried out continuously (Lockhart, 2015). Reliability in quantitative research is very important (Campbell et al, 2013).…”

Section: Introductionmentioning

confidence: 92%

Comparative Test of Cronbach's Alpha Reliability Coefficient, Kr-20, Kr-21, And Split-Half Method

Hari Sugiharto Setyaedhi

2024

JERE

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Final semester exams have an essential role in measuring student learning outcomes. Therefore, the tests must be of good quality. The problem is that lecturers must use reliable measuring tools to measure learning outcomes. This research aims to compare various reliability coefficients to determine which method has the highest reliability. The data collection methods in this research are observation, interviews, and tests based on student responses to the final semester exams. The data analysis technique uses the reliability of the Alpha Cronbach formula, Kuder Richardson 20, 21, and the split-half method consisting of Spearman-Brown, Flanagan, Rulon, and Hoyt. This type of research uses quantitative description. Comparative research designs are ex post facto. The research subjects were 90 undergraduate students. The research results provide several conclusions: first, the odd-even Rulon method has the highest reliability coefficient, namely 0.86; second, all reliable methods have a coefficient above 0.7 as the minimum requirement for acceptance; and third. All reliability methods have relatively the same reliability coefficient, namely around 0.8. fourth, all reliable techniques are suitable for measuring tools in the final semester exam. This research implies that lecturers are advised to use the odd-even Rulon reliability coefficient when measuring learning outcomes.

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Section: Introductionmentioning

confidence: 92%

Comparative Test of Cronbach's Alpha Reliability Coefficient, Kr-20, Kr-21, And Split-Half Method

Hari Sugiharto Setyaedhi

2024

JERE

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“…The pre-test was the same as the post-test, something of which students were not aware beforehand. The pre-and post-test consisted of fifty randomised questions that were selected after the item analysis tests were done (Lockhart 2014). The reason for using the same questions for both tests was because it would be "very difficult to make accurate comparisons between students" (Nunnally 1972:184) if they do not answer the same questions.…”

Section: Methodsmentioning

confidence: 99%

“…It was to evaluate the validity and reliability of the existing online information literacy skills assessment instrument being used at the CPUT Libraries to assess the CIL (Lockhart 2014). Item analysis was done on assessment data of students who were tested during 2013.…”

Section: Introduction and Problem Statementmentioning

confidence: 99%

Measuring the application of information literacy skills after completion of a Certificate in Information Literacy

Lockhart

2016

SAJLIS

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“…The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/0143-5124.htm students within the South African context. IL skills integration into the curriculum at the university has been ongoing for many years for undergraduate and postgraduate levels, formalised by an IL policy since 2009, formation of an IL Committee (ILC) as a subcommittee of the Senate Teaching and Learning Committee, development of an IL curriculum, initially for undergraduates and offering it as a short course called certificate of information literacy (CIL) from 2013 to 2017 (Lockhart, 2015a), measuring application of IL skills (Lockhart, 2015b), IL assessment strategies that include item analysis for a multiple-choice test (Lockhart, 2014) and continuous development of the teaching skills of librarians teaching the course. The university is situated in Cape Town, South Africa, and offering qualifications across its six faculties (applied sciences, business and management sciences, education, engineering and the built environment, health and wellness and informatics and design).…”

Section: Introductionmentioning

confidence: 99%

Embedding an information literacy course into a learning management system: a case study

Lockhart

2021

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PurposeThis article outlines how an existing information literacy (IL) course was developed and embedded into a Learning Management System (LMS) with the aim of creating a blended learning environment for the course. It outlines how the platform was chosen, choice of learning design (LD) approaches, tools and processes used, Open Educational Resources (OERs) incorporated, the choice of Creative Commons (CC) licensing, branding, usage options and formats of materials.Design/methodology/approachA mixed-method approach was used in conducting this research. The online course was piloted in 2017 with two groups of students who completed an online questionnaire to provide their evaluation and feedback.FindingsThe results showed a very positive evaluation by the students, which shows that the university is on the correct path with embedding IL into a learner management system.Research limitations/implicationsThe author could not have the second face-to-face class with group 1 as was intended due to the student unrest at the university during this time. Also, with the disruption to the academic programme, the author had less feedback from students than expected; however, the 20% response rate was sufficient to inform the author’s future developments.Practical implicationsThe flexibility (not a one size fits all) in usage was relevant and necessary to accommodate a number of student needs and socio-economic factors.Originality/valueThis article adds value to the academic project by showing how IL courses can successfully be embedded within an LMS, student preferences and socio-economic factors to be considered in a South African context.

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Using item analysis to evaluate the validity and reliability of an existing online information literacy skills assessment instrument

Cited by 4 publications

References 10 publications

Comparative Test of Cronbach's Alpha Reliability Coefficient, Kr-20, Kr-21, And Split-Half Method

Comparative Test of Cronbach's Alpha Reliability Coefficient, Kr-20, Kr-21, And Split-Half Method

Measuring the application of information literacy skills after completion of a Certificate in Information Literacy

Embedding an information literacy course into a learning management system: a case study

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