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題名 Student Learning Outcomes Assessment for an Information Organization Curriculum Based on the Kirkpatrick Framework. 作者 Wang, Meiling
王梅玲貢獻者 圖書資訊與檔案學研究所 關鍵詞 Cataloging; Organization of information curriculum; Cataloging competency; Learning outcomes assessment; Cataloging evaluation 日期 2018-03 上傳時間 10-Sep-2018 18:06:38 (UTC+8) 摘要 This study aimed to use the Kirkpatrick four-stage model to evaluate the learning outcomes of information organization (IO) courses. The study used the learning outcomes evaluation method and case studies; the evaluation method was used to transform the expected achievement and course goal according to cataloging competencies. The 3-credit “information organization” (IO) course at National Chengchi University and enrolled students during the 2016 fall semester were selected as the case study, with the study population consisting of 33 graduate students of two classes. Cataloging competencies were transformed into learning objectives and ten course units for the IO course, including information organization concept, descriptive cataloging, subject analysis, cataloging management and technology. The study used the four–stage Kirkpatrick model to evaluate student learning outcomes of the IO course, including evaluation of the level 1 reaction, level 2 learning, level 3 behavior and level 4 results. The empirical data collected from the course tasks was used to evaluate level 2 through three assignments, four tests and a final examination, while a questionnaire survey was used to evaluate levels 1, 3 and 4, with the student satisfaction score 4.51, shown with the IO course. As the average student achievement score was 83.48 points, the post-test scores of two classes’ graduate students were significantly higher than pre-test scores, with the study thus proving that all students made progress after taking the courses. Based on the Kirkpatrick model, the results provide favorable evidence for course effectiveness and its value, as well as illustrating that the students learned well on the information organization course. 關聯 Libri: International Journal of Libraries & Information Services, Vol. 68 Issue 1, p43-57 資料類型 article DOI https://doi.org/10.1515/libri-2017-0046 dc.contributor 圖書資訊與檔案學研究所 - dc.creator (作者) Wang, Meiling en_US dc.creator (作者) 王梅玲 zh_TW dc.date (日期) 2018-03 - dc.date.accessioned 10-Sep-2018 18:06:38 (UTC+8) - dc.date.available 10-Sep-2018 18:06:38 (UTC+8) - dc.date.issued (上傳時間) 10-Sep-2018 18:06:38 (UTC+8) - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/120060 - dc.description.abstract (摘要) This study aimed to use the Kirkpatrick four-stage model to evaluate the learning outcomes of information organization (IO) courses. The study used the learning outcomes evaluation method and case studies; the evaluation method was used to transform the expected achievement and course goal according to cataloging competencies. The 3-credit “information organization” (IO) course at National Chengchi University and enrolled students during the 2016 fall semester were selected as the case study, with the study population consisting of 33 graduate students of two classes. Cataloging competencies were transformed into learning objectives and ten course units for the IO course, including information organization concept, descriptive cataloging, subject analysis, cataloging management and technology. The study used the four–stage Kirkpatrick model to evaluate student learning outcomes of the IO course, including evaluation of the level 1 reaction, level 2 learning, level 3 behavior and level 4 results. The empirical data collected from the course tasks was used to evaluate level 2 through three assignments, four tests and a final examination, while a questionnaire survey was used to evaluate levels 1, 3 and 4, with the student satisfaction score 4.51, shown with the IO course. As the average student achievement score was 83.48 points, the post-test scores of two classes’ graduate students were significantly higher than pre-test scores, with the study thus proving that all students made progress after taking the courses. Based on the Kirkpatrick model, the results provide favorable evidence for course effectiveness and its value, as well as illustrating that the students learned well on the information organization course. en_US dc.format.extent 161 bytes - dc.format.mimetype text/html - dc.relation (關聯) Libri: International Journal of Libraries & Information Services, Vol. 68 Issue 1, p43-57 - dc.subject (關鍵詞) Cataloging; Organization of information curriculum; Cataloging competency; Learning outcomes assessment; Cataloging evaluation en_US dc.title (題名) Student Learning Outcomes Assessment for an Information Organization Curriculum Based on the Kirkpatrick Framework. en_US dc.type (資料類型) article - dc.identifier.doi (DOI) 10.1515/libri-2017-0046 - dc.doi.uri (DOI) https://doi.org/10.1515/libri-2017-0046 -
