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Changes in the Information Literacy Test Scores of First-year University Students: Analysis of Five Years’ Placement Test Results
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, School of Economics, Hokusei Gakuen University, Japan, Japan

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Recently, it has become increasingly important to reform university curricula to ensure that the quality of bachelor’s degree programs in higher education is maintained. In the reform process, learning outcomes assessments that match each institute’s context play an important role. However, it is first necessary to examine the reality of students’ current condition. This paper analyzes the results of a placement test that was administered annually to freshmen university students over the past five years. The author describes the outline of the placement test. Changes in the student test scores within the five-year period are also explained from the viewpoint of the placement test categories. It was found that there were no significant differences in the average scores over the five-year period. On the other hand, the percentage of correct answers differed greatly by individual questions.

Citation

Kaneko, D. (2013). Changes in the Information Literacy Test Scores of First-year University Students: Analysis of Five Years’ Placement Test Results. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 546-551). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 25, 2020 from .

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