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Information Literacy Follow-Through:Enhancing Preservice Teachers' Information Evaluation Skills Through Formative Assessment

机译：信息素养的跟进：通过形成性评估提高职前教师的信息评估技能

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摘要

An investigation into preservice teachers' information evaluation skills at a large university suggests that formative assessment can improve student achievement. Preservice teachers were asked to apply information evaluation skills in the areas of currency, relevancy, authority, accuracy, and purpose. The study used quantitative methods to assess preservice teachers' evaluation skills as demonstrated within the context of a final project, or summative assessment, in an elementary education course. The authors compared the preservice teachers' and researchers' evaluations to analyze final projects from two semesters. When asked to evaluate the sources cited in a final project for an education methods course, preservice teachers who received formative feedback from librarians improved in most information evaluation areas. Formative assessment is explored as a tool for improving information literacy instruction.
机译：对大型大学的职前教师的信息评估技能进行的一项调查表明，形成性评估可以提高学生的学习成绩。要求职前教师在币种，相关性，权威性，准确性和目的领域应用信息评估技能。该研究使用定量方法评估了职前教师的评估技能，这是在基础教育课程的最终项目或总结性评估的背景下证明的。作者比较了职前教师和研究人员的评估，以分析两个学期的最终项目。当要求对教育方法课程的最终项目中引用的资源进行评估时，在大多数信息评估领域中，从图书馆员处获得形成性反馈的职前教师得到了改善。探索了形成性评估作为改善信息素养教学的工具。

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