Self-Assessment Scores Increase in Parallel with Objective Performance Measures: The Case of Information Literacy in the Context of a Randomized Blended Learning Program Evaluation

Abstract

In the context of a randomized evaluation study for an information literacy instruction program with N = 67 participants, changes in objective information literacy performance measures and self-assessed abilityare examined. Results show that scores on both kinds of instruments increase nearly in parallel. Another finding is that self-assessed abilities and objective measures are moderately correlated before participation in the instruction program. The correlation, however, diminishes after participation in the instruction program; this finding is attributed to the unspecific nature of the scale which seems unsuitable in light of the higher performance levels after participation.