Development of Standard Information Literacy Test for Undergraduate Students Through Item Response Theory
Keywords:
Standardized test, Information literacy, Item response theoryAbstract
Abstract
The objective of this research was to develop a standardized test to measure students’ information literacy using Item Response Theory (IRT), Senior students from the regular semester of the academic year 2021 were chosen as the sample group, which was divided into three groups. Group I, it was used to double-check the multiple-choice questions, language compatibility, and test timing. A total of five participants were selected using a purposive sampling. Group II, 30 students chosen purposively were employed for testing the tool to analyze the quality of item through Classical Test Theory (CTT) and Group III, 500 students obtained from the single-stage cluster sampling were adopted to determine the quality of test via Item Response Theory (IRT). The research tool was the standardized test that measure the information literacy according to the information literacy standards of Association of College and Research Library-ACRL. It was revealed that a total of 41 quizzes of multiple-choice question were obtained with the power of discrimination (a), difficulty (b) and guess (c) ranging from 0.53 to +2.39 (a), -1,12 to +2.08 (b) and 0.07 to 0.29 (c). The test information (θ) was slightly increasing (-0.9 to 0.1), implying that this test was suitable for scaling the students who were moderate level. The predicted reliability (rtt) was 0.862.
Keywords: Standardized test, Information literacy, Item Response Theory
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