David Turbow|Julie Evener
Norming a VALUE rubric to assess graduate information literacy skills
University of St. Augustine for Health Sciences|University of St. Augustine for Health Sciences
objective study evaluated whether modified version information literacy valid assessment learning undergraduate education value rubric would useful assessing information literacy skills graduate health sciences studentsmethods facilitated calibration workshops interdepartmental sixperson team librarians faculty engaged guided discussion meaning rubric criteria applied rubric score student work peerreview essay assignment information literacy evidencebased practice course determine interrater reliability raters participated followup exercise independently applied rubric ten samples work research project doctor physical therapy program patient case report assignmentresults peerreview essay high level consistency scoring achieved second workshop statistically significant intraclass correlation coefficients 08 3 criteria determine extent evidence needed use evidence effectively accomplish specific purpose access needed evidence participants concurred essay prompt rubric criteria adequately discriminated quality student work peerreview essay assignment raters independently scored patient case report assignment interrater agreement low statistically insignificant rubric criteria kappa1016 p005kappa012 p005conclusions peerreview essay assignment lent well rubric calibration scorers difficult time patient case report lack familiarity among raters specifics patient case report assignment subject matter might accounted low interrater reliability norming important hold conversations search strategies expectations performance overall authors found rubric appropriate assessing information literacy skills graduate health sciences students