The Rubric Matrix Scale Education Essay

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In the todays context of information overload, information literacy and being information literate is important for every individual to become a lifelong learner. With the development of global information sources, it is essential that every individual be provided with opportunities to learn not only how to access information sources but also how to evaluate, manage and use them effectively. Information Literacy Skill is the capacity to seek and evaluate right sources of information and acquire it. Assessing Information Literacy has been growing fast. Many librarians are developing their own tools to measure Information Literacy. Concern about students' ability to locate, evaluate and incorporate relevant information into their academic work, along with a desire from educators to highlight evidence of student learning, has accelerated interest in new methods and tools that measure IL (Brown and Kingsley-Wilson 2010).

Rubric Matrix Scale:

Rubrics is nothing but descriptive scoring schemes It is an assessment tool. Rubrics describes the parts and levels of performance of a particular task, product or service. Rubrics are often employed to judge quality. Rubric assessment of information literacy skill results in a number of benefits to students, librarians and faculty.

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A rubric is a matrix of criteria and their descriptors. The left side of a rubric matrix lists the criteria for the expected product or performance. Across the top of the rubric matrix is the rating scale that provides a set of values for rating the quality of performance for each criterion. Descriptors under the rating scale provide examples or concrete indicators for each level of performance.

Rubrics are a great tool for teaching and learning. Why?

Because rubrics:

support authentic assessment

communicate expectations

improve performance

provide informative feedback

promote thinking and learning

inspire fairness

Review of Related literature:

Hoffmann and LaBonte (2012) attempted to authentically assess the information literacy levels of first-year and third-year students, the creation of a rubric and specialised assignment to facilitate the assessment process and the initial assessment data that came from the three-year grant period. Information gathered during the pilot study suggested that student information literacy proficiency levels can been determined by assessing student writing assignments, and that a targeted rubric is an effective authentic assessment measure in this endeavour.

Fielden and Foster (2010) reviewed of the literature on the history and use of rubrics, citing the work of Oakleaf (2007), Stevens and Levi (2005), Knight (2006) and Moskal (2000), among others. Library and information science literature focuses almost exclusively on rubrics as tools for evaluating student work. Oakleaf's 2006 dissertation is a case in point as her study covers the application with students in the assessment of ACRL information literacy standards, while a later article (Oakleaf, 2007) outlines the value of using rubrics to generate quantitative data for librarians seeking to employ evidence based decision-making (EBDM) practices.

Objectives of the study:

To develop the information literacy scale using rubric assessment method

To find the information literacy among the students in colleges of education

Hypotheses:

Information Literacy scale will be developed using rubric assessment method

There will be a significant level of information literacy among the students in colleges of Education

There will be a significant difference in information literacy with respect to gender and course

Sample:

For the present, simple random sampling was used. The Sample comprised 200 students in colleges of education in Chennai district. Of which 100 were boys and 100 were girls.

Collection of Data:

The Rubric Matrix Scale questionnaire was used to measure the information literacy level among the students.

The questionnaire was developed on the basis of Model of Information Literacy Guidelines(Colorado Department of Education, State Library and Adult Education Office, Colorado Educational Media Association, 1994). Information Literacy is measured by assessing its five dimensional skills such as Knowledge Seeking Skill, Producing Quality Information skill, Self-Directed Learning Skill, Group Contribution Skill, and Ethical Information Usage Skill. These skills are further divided in to sub components. Information Literacy Scale has 27 sub dimensions. Each sub dimensions have many items to measure. In this scale totally 77 items are there. The rubric scale was prepared based on these skill levels and it is assessed in three levels as lacking, proficiency and exemplary.

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After getting consent from the head of the institution, the questionnaires was given to the students and are requested to fill up in their true rating.

Dimension

Lacking

Proficiency

Exemplary

1

Knowledge Seeking Skill

24-83

84-155

156-216

2

Producing Quality Information skill

12-41

42-71

78-108

3

Self-Directed Learning Skill

9-31

32-58

59-81

4

Group Contribution Skill

17-59

60-110

111-153

5

Ethical Information Usage Skill

15-52

53-97

98-135

Information Literacy Skill

77-269

270-500

501-693

Statistical Techniques:

The data were analyzed by using descriptive analysis

Table 1: Mean and percentage of Information Literacy and its component skills

Dimensions of Information Literacy

Mean

Percentage(%)

Level

Knowledge Seeking Skill

100.91

46.72

Proficiency

Quality Producing Skill

39.75

36.81

Lacking

Self Directed Learning Skill

43.255

53.40

Proficiency

Group Contribution Skill

61.77

40.37

Proficiency

Information Usage Skill

42.41

31.42

Lacking

Information Literacy

288.12

41.58

Proficiency

From the above table, it could be inferred that students in colleges of education are having significant level (proficiency) of information literacy. The students lacks in quality producing skill and Information Usage skill when compared to other component of information literacy. It could be further inferred that students are rich in self directed learning skill ( 53.40%) and poor (31.42%) in information usage skill.

The students are poor in information usage skill (31.42%). They do not know to use information ethically. As a librarian it is our bound duty to inculcate the students about the ethical usage of information and intellectual rights.

Table 2: Mean and percentage of Information Literacy and its component skills with respect to course

Dimensions of Information Literacy

Mean

Percentage (%)

Level

UG

PG

UG

PG

UG

PG

Knowledge Seeking Skill

83.65

118.16

38.73

54.70

Lacking

Proficiency

Quality Producing Skill

31.83

47.73

29.47

44.19

Lacking

Lacking

Self Directed Learning Skill

44.22

42.29

54.59

52.20

Proficiency

Proficiency

Group Contribution Skill

59.46

64.08

38.86

41.88

Lacking

Proficiency

Information Usage Skill

40.48

44.34

29.99

32.84

Lacking

Lacking

Information Literacy

259.64

316.6

37.47

45.69

Lacking

Proficiency

Above table revealed that there is a significant mean difference between UG and PG students in Information Literacy and also revealed that there is a significant difference between UG and PG students in Knowledge Seeking Skill and Group Contribution Skill. In those skills, PG students are proficient than UG students.

It could be inferred that there is no significant mean difference in quality producing skill, Self directed learning skill and information usage skill.

Table 3: Mean and percentage of Information Literacy and its component skills with respect to gender

Dimensions of Information Literacy

Mean

Percentage (%)

Level

Female

Male

Female

Male

Female

Male

Knowledge Seeking Skill

84.57

117.24

39.15

54.28

Proficiency

Proficiency

Quality Producing Skill

42.82

36.74

39.65

34.02

Proficiency

Lacking

Self Directed Learning Skill

41.29

45.22

50.97

55.83

Proficiency

Proficiency

Group Contribution Skill

44.15

79.39

28.86

51.88

Lacking

Proficiency

Information Usage Skill

42.3

42.52

31.33

31.5

Lacking

Lacking

Information Literacy

255.13

321.11

36.82

46.34

Lacking

Proficiency

From the above table, it could be interpreted that there is a significant mean difference in Male and Female students in Information literacy and also revealed that there is a significant mean difference in quality producing skill and group contribution skill. In quality producing skill female students are proficient than male students. In Group contribution skill Male students are proficient than Female students.

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It could be further interpreted that there is no significant mean difference in Knowledge seeking skill; Self directed learning skill and Information Usage skill.

Findings & Suggestions:

The students in colleges of education are proficient in knowledge seeking skill and self directed learning skill. The students are poor in information usage skill (31.42%). They do not know to use information ethically. As a librarian it is our bound duty to inculcate the students about the ethical usage of information and intellectual rights. As blooming teachers, it is very essential to be exemplary in information literacy skill. Information Literacy training is very essential to flourish their information literacy skill. As Information manager, our role is extended to information felicitator. We, librarian cum educator have to train the students in improving their information literacy.

Conclusion:

Rubric matrix scale is an effective tool to assess information literacy. It allows students to identify what they know already and what they need to learn. Educators need not expect that students will achieve proficiency in each and every area. Rubrics are helpful in that they assess their strength and weakness and identify goals for improvement. This study highlights the efforts not only in assessing student information literacy skill but also in creating a rubric to assess it.