Combining self-assessments and achievement tests in information literacy assessment: empirical results and recommendations for practice

@article{Rosman2015CombiningSA,
  title={Combining self-assessments and achievement tests in information literacy assessment: empirical results and recommendations for practice},
  author={Tom Rosman and Anne-Kathrin Mayer and G{\"u}nter Krampen},
  journal={Assessment & Evaluation in Higher Education},
  year={2015},
  volume={40},
  pages={740 - 754}
}
  • Tom Rosman, Anne-Kathrin Mayer, Günter Krampen
  • Published 2015
  • Psychology
  • Assessment & Evaluation in Higher Education
  • This article examines the significance of information literacy self-assessments in higher education with a special focus on situational conditions increasing their explanatory power. First, it was hypothesised that self-assessments of information literacy correlate higher with factual information literacy if measured after the administration of information search tasks (and tests) due to the intrinsic feedback associated with their completion. Furthermore, it was assumed that self-assessments… CONTINUE READING

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