Empirical Research On Portfolio Assessment Of College Student Information Literacy

Currently information literacy has become one of people’s survival essentialability in the times of new ages, while college library began training and teaching ofinformation literacy competency in various forms. No matter for assessment of collegestudent’s competency or evaluation of library, research of information literacyassessment method is in extremely argent. However, current domestic research is stillundiversified, focusing on a subjective scale assessment design, while some scholarstry to design standardized exam. Foreign information literacy competency assessmentstudy has gone through a system of standards, the massive objective evaluation stage,and authenticity, quality assessment trends of bibliographic analysis, portfolioassessment and so on.Based on this, firstly combing and summary the status of research on informationliteracy competency assessment at domestic and foreign. Summary showed thatconstructivism, qualitative assessment and comprehensive use has become the trend ofinformation literacy assessment method. Then, we have chosen a typical qualitativeassessment method–portfolio assessment as a new attempt of the information literacycompetency evaluation practice. On one hand, give a brief introduction of the mainfeatures, content structure and usage steps of portfolio method, and explain itsconjunction spot of information literacy evaluation. The spot is that the latter is kind ofability of understanding and dealing with complex information skill, embodying andemphasizing the practical operation of the process and real scenarios, which happen tobe the exactly the objective of portfolio assessment method. On the other hand,combining with information literacy competency system, we design the main purpose,content and evaluation criteria of information literacy portfolio assessment method. Inthe main design of portfolio content, firstly explain the modular system of informationliteracy competency and refining knowledge points of it; then specific design thedetailed files and entries of portfolio based on the principle of systematic, hierarchical,real situational feasibility; finally we create a usable and practical portfolio content andthe corresponding evaluation methods. After the creation of the whole informationliteracy portfolio assessment method, it was applied to Shanghai Jiao tong UniversityInformation Literacy practical courses, which contains8lectures with32credit.31students participated in the practice of this and the author as a teaching assistant usedthe portfolio method to complete the entire course.After the completion of portfolio assessment of the collection as well as thegrading, analysis and exam the reliability, validity and feasibility of the whole evaluation practice based on the data collected. Among that, Cronbach’s α coefficientand split-half reliability coefficient that reflecting consistency reliability reached a goodlevel, and significant difference is also seen in most items’ when testing discriminationof validity. Finally, based on the feedback and test results of the portfolio assessmentresults, certain amendments have been made to the Information Literacy CompetencyPortfolio Assessment Content System.After summary of theory and current research, explore of specific method, detaildesign of portfolio content, course practice and the final quantitative test, we reached acomplete information literacy competency portfolio assessment methods and empiricalresearch process. And in follow-up evaluation methods and curriculum practices ofpromote further practical study, in-depth discussion of their effectiveness anduniversality is still need to try.