Critical Thinking and Information Literacy: Assessing Student Performance Work in Progress Critical Thinking and Information Literacy: Assessing Student.
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<ul><li> Slide 1 </li> <li> Critical Thinking and Information Literacy: Assessing Student Performance Work in Progress Critical Thinking and Information Literacy: Assessing Student Performance The InfoSkills Research Team Dr. Senay Purzer, Mr. Michael Fosmire, Ms. Amy Van Epps, and Ms. Ruth Wertz Project Collaborators Ms. Megan Sapp Nelson, Dr. Brian Dillman, and Mr. Austin Saragih Presented at the 120 th ASEE Annual Conference & Expo Atlanta, GA June 24 th, 2013 1InfoSkills, 2013 </li> <li> Slide 2 </li> <li> 2 OverviewOverview Project Background Information Literacy and Critical Thinking Research Methods RQs and Research Design Project Results Correlation of CELT and CAT Project Conclusions Implications & Further Study InfoSkills, 2013 </li> <li> Slide 3 </li> <li> skillsrecognize the need search foraccessevaluate use A set of skills that enables the ability to recognize the need for information, and the ability to search for, access, evaluate, and use information to fulfill a specific purpose. 1 InfoSkills, 20133 DefinitionsDefinitions Project Background Information Literacy cognitive process conceptualizingapplyinganalyzing synthesizingevaluating The cognitive process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. 2 Critical Thinking 1.American Library Association. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf. http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf 2.The Foundation for Critical Thinking. (2013). Defining critical thinking. Retrieved from http://www.criticalthinking.org/pages/defining-critical-thinking/410.http://www.criticalthinking.org/pages/defining-critical-thinking/410 3.Albitz, R. S. (2007). The what and who of information literacy and critical thinking. portal: Libraries and the Academy, 7(1), 97-109. recognize need access search for/gather evaluate use/apply synthesize analyze conceptualize SET OF SKILLS SET OF SKILLS 3 COGNITIVE PROCESSES COGNITIVE PROCESSES 3 </li> <li> Slide 4 </li> <li> Impetus for our research: Important 21st century skills ABET criterion 3i (lifelong learning) Engineering decision-making Primary focus of our research: How do we assess information literacy and critical thinking? 4 Impetus for Our Research InfoSkills, 2013 Project Background </li> <li> Slide 5 </li> <li> InfoSEAD framework for item generation 1 Seeking Gathering and access Evaluation Assess quality, credibility, etc. Application Using information to satisfy a need Documentation Citation and in-text referencing Two Scenarios 18 total items 16 multiple choice; 2 select all that apply 5 About the CELT(v2.1) InfoSkills, 2013 Project Background 1.Wertz, R. E. H., Purzer, S., Fosmire, M. J., & Cardella, M. E. (in press). Assessing information literacy skills demonstrated in an engineering design task. Journal of Engineering Education. </li> <li> Slide 6 </li> <li> Research question: How well does the CELT (v2.1) measure critical thinking? Research method: Pearsons correlational analysis between CELT instrument and the Critical Thinking Assessment Test (CAT) developed by Tennessee Technology University. 1 InfoSkills, 20136 Correlational Study Research Methods 1.Center for Assessment and Improvement of Learning at Tennessee Technological University. (2010). CAT technical information, from http://www.tntech.edu/files/cat/reports/CAT_Technical_Information_V7.pdf http://www.tntech.edu/files/cat/reports/CAT_Technical_Information_V7.pdf </li> <li> Slide 7 </li> <li> N = 44 first-year engineering students CELT reliability measures KR-20 = 0.67 1 N = 188 first-year students (Fall 2012) Based on 16 MC questions CAT reliability measures 15 constructed response items; scoring reliability 0.82 2 Cronbachs alpha 0.70 2 InfoSkills, 20137 Population and Setting Research Methods 1.Wertz, R. E. H., Saragih, A., Fosmire, M. J., & Purzer, S. (2013). An Evaluation of the Critical Engineering Literacy Test (CELT) Instrument through Item Analysis and Comparison to the Critical Assessment Test (CAT). Paper presented at the 2013 Illinois/Indiana - ASEE Section Conference, Angola, IN. 2.Center for Assessment and Improvement of Learning at Tennessee Technological University. (2010). CAT technical information, from http://www.tntech.edu/files/cat/reports/CAT_Technical_Information_V7.pdf http://www.tntech.edu/files/cat/reports/CAT_Technical_Information_V7.pdf </li> <li> Slide 8 </li> <li> Overall Correlational Analysis: CELT total score was positively related the CAT total score (r = 0.47, p </li></ul>
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