Combining self-assessments and achievement tests in information literacy assessment: Empirical results and recommendations for practice.

Autor/inn/en	Rosman, Tom; Mayer, Anne-Kathrin; Krampen, Günter
Titel	Combining self-assessments and achievement tests in information literacy assessment: Empirical results and recommendations for practice. Gefälligkeitsübersetzung: Kombination von Selbsteinschätzung mit Leistungstests bei der Messung der Informationskompetenz: Empirische Ergebnisse und Empfehlungen für die Praxis.
Quelle	In: Assessment and evaluation in higher education, 40 (2015) 5, S. 740-754Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0260-2938; 1469-297X
DOI	10.1080/02602938.2014.950554
Schlagwörter	Kompetenz; Fertigkeit; Psychologie; Selbsteinschätzung; Psychometrie; Test; Wissenstest; Prozedurales Wissen; Messung; Testvalidität; Information Retrieval; Online-Recherche
Abstract	Examined the significance of information literacy self-assessments in higher education with a special focus on situational conditions increasing their explanatory power. First, it was hypothesized that self-assessments of information literacy correlate higher with factual information literacy if measured after the administration of information search tasks (and tests) due to the intrinsic feedback associated with their completion. Furthermore, it was assumed that self-assessments measured after the administration of information search tasks explain incremental variance over standardized information literacy tests in information search performance. A study with 82 psychology students (mean age 22 years) was carried out to verify these assumptions. The test battery consisted of a test of information literacy self-efficacy (as one form of self-assessment), the PIKE-P information literacy test, and several standardized information search tasks. As both assumptions were largely supported, it is recommended that researchers complement their test batteries by self-assessments but warn against relying primarily on this method. In addition, it is further recommended that self-assessments take place at the end of testing. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3