TAKING SNAPSHOTS OF HIGHER EDUCATION INSTRUMENTS FOR ASSESSMENTS OF HIGH LEVEL INFORMATION COMPETENCE

Abstract

This paper attempts to take snapshots of the numerous information literacy assessment procedures for higher education using the lens (through selected evaluation criteria) through which many different teaching and learning assessment approaches with their composite cognitive activities unfold. In the process, we recognized that the lens itself shape how we interpret the salient aspects and diverse construct of information literacy and the conceptions, as well as pedagogical approach of information literacy for higher education in the context of a technological environment. While looking closely at these assessment procedures, it becomes clear to us that helping students achieve high information competence cannot be accomplished in one setting. Information literacy must be integrated throughout academic career, because the skills that revolve around information literacy have become the critical skills of today’s society. This study is still in its infancy, and in this paper we present the preliminary evaluation of the different types of information literacy assessment procedures offered for higher education. There are certain aspects that need to be scrutinized such as reliability and validity and other psychometric and statistical concepts, and how these aspects were achieved in some instruments. However, through the assessment reviews, various measurement approaches have indicated interactive tutorials and quiz modules are not, by their very nature, easily validated by standardization procedures. Some are more complicated to administer - with complex set of variations, yet they are clearly aimed to analyze and evaluate the magnitude of learning competence to predict future performance in the academia and corporate settings. There is no assessment that fits for all population and no single formula that allows one to match the perfect delivery method to particular circumstances. Each assessment methodology has its weaknesses and strengths. However, the guiding principle should always be to choose the most appropriate assessment method available to measure the desired learning outcome. Significantly, the realization that information literacy exists as an integral part of students’ basic learning assessment is now widespread globally. Information competence is vital to university’s students’ academic achievements and professional success and it will contribute to their lifelong learning. This paper is undertaken towards development or adaptation of such a quantifiable assessment tool for measuring the level of information literacy among students of higher education.