Abstract
The development of research and information literacy skills in first year students is essential, but challenging. Approaches to developing these skills that are embedded within subject design, and use a blended approach between online and face-to-face delivery are considered best practice in this area. However research has yet to identify the most appropriate form of assessment of these skills. We used constructive alignment to embed research skills in a first year subject. Students were assessed on their research skills using a diagnostic online quiz in week one, and then in week six, their application of their skills in their assignment was assessed using a rubric. We created a matched sample of the results on these two forms of assessment that included 227 students. Our main aim was to determine whether there was a relationship between quiz and rubric scores, and to assess the practical relevance of the quiz in terms of identifying students who might be in need of additional support. We found a small, but significant, positive correlation between quiz and rubric results and conclude that both the quiz and the rubric are useful forms of assessment, and that there are benefits to using both within an embedded curriculum.
Highlights
Introduction and background literatureGraduate skills and capabilities incorporate the skills and knowledge that undergraduates should develop beyond discipline-specific content traditionally associated with a university education (Barrie, 2007)
We provided details of an embedded approach to the development of Inquiry/Research skills into a first year, first semester subject using constructive alignment
We found that there was a positive, significant correlation between students’ scores on a ten question, online quiz and a rubric-based assessment of their Inquiry/Research skills
Summary
Introduction and background literatureGraduate skills and capabilities incorporate the skills and knowledge that undergraduates should develop beyond discipline-specific content traditionally associated with a university education (Barrie, 2007). In the tertiary education environment, an embedded approach to the development of research skills has been acknowledged as superior to providing stand-alone workshops (Price, Becker, Clark, & Collins, 2011). This approach provides greater opportunities for students to learn, practice and receive feedback on their skills (Treleaven & Voola, 2011). Instruction for the development of information literacy skills is commonly provided online in order to provide services to an increasing number of students (Anderson & May, 2010; Zhang, Watson, & Banfield, 2007). Feedback to students focussed on Grading was such that students were penalised for failing to respond to, and incorporate this feedback
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