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• W1417699080 abstract "This study investigated the extent to which critical thinking could be promoted throughquestion based framework via information competency assessment. The ability to evaluateinformation’s credibility using critical thinking is key indicator of information competency.The study set out to determine strategies how critical thinking transpired through infusion ofinformation competency into content instructions to encourage critical thought processesand authentic learning. An assessment tool is required where students are empowered tochallenge ideas, investigate complex information problems, and look for workable solutionsintegrating information technology capabilities. Prior to commencing the study, a range ofonline assessment tools used in universities abroad including iSkills and iCritical ThinkingCertification of ETS are reviewed to gain insights into best instructive practices thatencourage critical thinking in research, evaluation, creation and communication ofinformation. Using questioning or problem-based approach in the constructivist andcognitive framework the study has established that technology integration supports higherlevelcognitive processes as it increases student’s effective interaction with information. Arepeated measures design is used with pre-test/post-test and investigative searchingassessment to determine the degree of learning and evidence of critical thinking skillsresulting from the web based assessment of information competency. The designmanipulates the impact of instructional strategies for furthering critical thinking throughactive engagement with problem solving exercises in steady progression of informationcompetency skills. Initial sample consisted 21 Masters of Library and Information Sciencegraduate students, of whom 3 did not complete, with strongly varying academicbackgrounds, professional experience and with different levels of competence participated inthis study. The practical relevance of using repeated measures design, employing the samegroup of participants in every assessment is clearly supported by the current findings. Itmakes sense to get information from a single group of graduate students through multiplebenchmark assessments across a five-month semester course “Information Needs andBehaviour”. Students’ intense participation in multiple cognitive skills assessment activitiesallows researcher to check perspectives that facilitate understanding through descriptivequalitative strategies. Utilizing the strategy of supplementing quant itative with qualitativemethods lessens perceptibly the amount of time it takes to collect multiple-data in differentways to describe accurately the phenomenon under study. Quantitative data included scoresthrough repeated measures design of pretest/posttest, and a foreign based investigativesearching assessment. While qualitative data utilized descriptive means, open-endedquestions, interviews to capture participants’ perceived challenges and learning experiencefurther evidenced from student learning portfolios to verify improvement of their criticalthinking. The results corroborated with participants’ responses that purposeful assessmentactivities that involved well thought out evaluation of information’s credibility andsignificance can increase their cognitive abilities to problem solve and make informeddecisions regardless of their starting point or aptitude level. Findings signified thatindividual students can make an amount of improvement through active learningengagement on tasks that trigger further inquiry and careful evaluation that sharpen criticalthinking. Finally, the study has given an account that web based assessment of informationcompetency can be an invaluable tool for encouraging critical thinking as evidenced byassessment results and participants’ responses. It provides the means to practice and increaseawareness of their critical thinking to improve the outcomes of their thought processes" @default.
• W1417699080 created "2016-06-24" @default.
• W1417699080 creator A5064839315 @default.
• W1417699080 date "2013-01-01" @default.
• W1417699080 modified "2023-09-26" @default.
• W1417699080 title "Engaging students in critical thinking throughinformation competency assessment: A single group repeated measures design / Lleuvelyn Areglado Cacha" @default.
• W1417699080 hasPublicationYear "2013" @default.
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