Holistic or analytic rubrics? Grading information literacy instruction

被引：5

作者：

Badia, Giovanna ^{[1
]}

机构：

[1] McGill Univ Lib, Off Dean Lib, Main Floor,McLennan Lib Bldg,3459 McTavish St, Montreal, PQ H3A 0C9, Canada

来源：

COLLEGE & UNDERGRADUATE LIBRARIES | 2019年 / 26卷 / 02期

关键词：

Analytic rubrics; assessment; holistic rubrics; information literacy instruction;

D O I：

10.1080/10691316.2019.1638081

中图分类号：

G25 [图书馆学、图书馆事业]; G35 [情报学、情报工作];

学科分类号：

1205 ; 120501 ;

摘要：

Studies about the assessment of information literacy instruction have reported the use of specific grading criteria, also known as rubrics, to evaluate students' responses. Rubrics can be divided into two general categories: (1) holistic, where one score is assigned for evaluating the successful completion of a task; and (2) analytic, where a grade is subdivided into discrete components needed to complete the task and each component is given its own score for achievement. This article will investigate which scoring method-employing holistic versus analytic rubrics-is the most effective for evaluating students' search strategies in terms of providing constructive feedback to students and informing the librarian's future teaching practices.

引用

页码：109 / 116

页数：8

共 7 条

[1]

Arter J.A., 2007, Creating Recognizing Quality Rubrics

[2]

Arter JA., 2000, Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance

[3] Closing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction [J].