Designing and Implementing Web Based Tools to Asess Information Competences of Social Science Students at Spanish Universities
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El documento presenta un enfoque para diseñar e implementar herramientas web que evalúan las competencias en información de estudiantes de ciencias sociales en universidades españolas. Se describen estándares y herramientas de evaluación que incluyen el conocimiento, actitudes y habilidades de los estudiantes, con un enfoque en la autoevaluación y el aprendizaje. Se concluye que existe una cultura emergente en la evaluación de la alfabetización informacional, y se valida la efectividad de estas herramientas a través de análisis estadísticos.
Designing and Implementing Web Based Tools to Asess Information Competences of Social Science Students at Spanish Universities
- 1. Designing and Implementing Web-based Tools to Assess Information Competences of Social Science Students at Spanish Universities María Pinto University of Granada José-Antonio Gómez-Hernández University of Murcia Susana Puertas University of Granada David Guerrero University of Granada Ximo Granell University Jaume I of Castellón Carmen Gómez University of Málaga Rocío Palomares University of Málaga Aurora Cuevas University Complutense (Madrid) 1
- 2. Aims • To describe the process integrated tool to Competences and aplication of an assess Information • Information Competences of Social Sciences Students at Spanish Universities 2
- 3. Context • The European Higher Education Area demands an approach of competency-based learning • The acquisition of Information Competences at Spanish Universities is a requirement (RD 1387/2007) • Training by competences, including IL, in Higher Education belongs to professors and librarians and there is an emerging culture in assessment • Implantation of University Degrees (2009—) • Joint Strategy CRUE-TIC/REBIUN, 2010… 3
- 4. Background • ACRL, CILIP and CAUL Standards • Own and Preview Experience e-COMS (2004- ) ALFINEEES (2005- ) IL-HUMASS (2007- ) ALFINTRA (2005, 2008) INFOLITRANS (2009- ) EVALUAREED (2011- ) Focused in learning and assessing in IL 4
- 5. Background
- 6. Background • Web PORTALS focused on learning and assessing in IL • That’s means: – – – • What we need to assess To define how to assess To specify the level of assessment For that reason, its necessary to assess: – – – Knowledge Attitudes and values Skills
- 7. Tools Integrated Assessment of Students’ Information Competences to measure: • Attitudes • Expectations Subjective assessment • Knowledge • Skills Objective assessment By four key tools: • • • • Set of reading texts IL-HUMASS test Knowledge Test Assessment Matrices 7
- 9. Set of Reading Texts • Experts selected a hundred of texts • Requirements • Belonging to an international organization (FAO, UNESCO, EU, ILO) • Written in Spanish and English • Short in length (2500 words or 15 min time-reading) • Be current, interesting and easy undertanding • Be accompanied by an ilustration • Be open access on the Web 9
- 10. Set of Reading Texts • Nine types of texts were validated and analyzed • Topics: 1. 2. 3. 4. 5. 6. 7. 8. 9. Food and Agriculture Organization Nutrition and Health Environment Comsumption fo digital news Labour safety Home workers Crisis in education Sexual exploitation Illegal wood 10
- 11. IL-HUMASS Test • From Total Quality Based approach, we have developed and validated and integrated in IL-HUMASS Model (stakeholders) Dimensions: Self-assessment IL: based on Students’ perception and efficacy Learning Assessment: Report of learning outcomes and recomendations to improve 11
- 12. IL-HUMASS Model Actitudinal Approach in the Educational Triangle Declarative Knowledge Procedural Knowledge Motivation K A S SelfEfficacy Source of Learning 12
- 14. IL-HUMASS Test Applied in: Universidad de Granada Universidad Jaume I Universidad de Salamanca Universidad Complutense Universidad de Málaga Universidad de Murcia St. Patrick's College (Irlanda) Universidad Oporto Universidad Nova de Lisboa, ISPA Universidad de la Habana Universidad Central de las Villas Universidad Brasilia Universidad de Guadalajara Universidad de Antioquia (Colombia) Universidad Rio Cuarto (Argentina) 14
- 15. Knowledge Test • This test measures the basic knowledge as a whole • It is focused on the dimension of "know” • 78 items Test • 5 possible answers • Divided into 4 categories (as IL-HUMASS): Search, evaluatition, processing and communication/dissemination 15
- 16. Knowledge Text Design Designing and Implementing Web-based Tools to Assess Information Competences of Social Science Students at Spanish Universities 16
- 17. Knowledge Text Design Designing and Implementing Web-based Tools to Assess Information Competences of Social Science Students at Spanish Universities 17
- 18. Assessment Matrices Students were asked about : • • • • • • • • Specialized Terminology Being familiar with information search strategies Evaluating the quality of information sources Identifying the main idea of the text or what the author tries to say Schematising and extracting information Recognising the structure of a text Citing information sources Designing academic presentations. 18
- 20. Consistency of the tools Sample: • It was piloted with 155 undergraduated Students: UGR, UCM, UMA. • Statistical results shown a high internal consistency of the tools • Cronbach alfa of the tools has been: 0.871 Set Reading Texts 0.944 IL-HUMASS Test 0.869 Knowledge Test 0.837 Assessment Matrices 20
- 21. Results: IL-HUMASS Test – Knowledge Test 9 10 Motivation 11 Self-efficacy Knowledge 12 13 0 2 4 6 8 21
- 22. Results Knowledge Test - Assessment Matrices 7.76 9 6.06 7.63 10 3.76 Knowledge SABER HACER 6.77 11 5.90 0 2 4 6 8 22
- 23. Results Knowledge Test - Assessment Matrices 7.99 21 5.41 4.88 24 Knowledge 4.78 SABER HACER 6.61 25 4.13 0 1 2 3 4 5 6 7 8 9 23
- 24. Global Findings 9 8 7 6 5 Information search Information evaluation Information processing 4 Information evaluation Communication 3 2 1 0 Motivation Self-efficacy Knowledge Know how 24
- 25. Conclusions • Emerging culture on assessment of IL • Four tools are validated • EVAL-CI is a project in progress to integrate information literacy instruction and assessment in the curricula • Offers self-diagnostic based on perception and a diagnostic based on evidence (students) • Findings are partial but significative 25