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| Title | Student Learning Outcomes Assessment for an Information Organization Curriculum Based on the Kirkpatrick Framework. |
| Creator | Wang, Meiling 王梅玲 |
| Contributor | 圖書資訊與檔案學研究所 |
| Key Words | Cataloging; Organization of information curriculum; Cataloging competency; Learning outcomes assessment; Cataloging evaluation |
| Date | 2018-03 |
| Date Issued | 10-Sep-2018 18:06:38 (UTC+8) |
| Summary | 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. |
| Relation | Libri: International Journal of Libraries & Information Services, Vol. 68 Issue 1, p43-57 |
| Type | 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 | - |