Gutenberg Open Science: Validation of newly developed tasks for the assessment of generic Critical Online Reasoning (COR) of university students and graduates

Please use this identifier to cite or link to this item: http://doi.org/10.25358/openscience-8442

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DC Field	Value	Language
dc.contributor.author	Nagel, Marie-Theres	-
dc.contributor.author	Zlatkin-Troitschanskaia, Olga	-
dc.contributor.author	Fischer, Jennifer	-
dc.date.accessioned	2022-12-02T08:15:58Z	-
dc.date.available	2022-12-02T08:15:58Z	-
dc.date.issued	2022	-
dc.identifier.uri	https://openscience.ub.uni-mainz.de/handle/20.500.12030/8458	-
dc.description.abstract	In recent decades, the acquisition of information has evolved substantially and fundamentally affects students’ use of information, so that the Internet has become one of the most important sources of information for learning. However, learning with freely accessible online resources also poses challenges, such as vast amounts of partially unstructured, untrustworthy, or biased information. To successfully learn by using the Internet, students therefore require specific skills for selecting, processing, and evaluating the online information, e.g., to distinguish trustworthy from distorted or biased information and for judging its relevance with regard to the topic and task at hand. Despite the central importance of these skills, their assessment in higher education is still an emerging field. In this paper, we present the newly defined theoretical-conceptual framework Critical Online Reasoning (COR). Based on this framework, a corresponding performance assessment, Critical Online Reasoning Assessment (CORA), was newly developed and underwent first steps of validation in accordance with the Standards for Educational and Psychological Testing. We first provide an overview of the previous validation results and then expand them by including further analyses of the validity aspects “internal test structure” and “relations with other variables”. To investigate the internal test structure, we conducted variance component analyses based on the generalizability theory with a sample of 125 students and investigated the relations with other variables by means of correlation analyses. The results show correlations with external criteria as expected and confirm that the CORA scores reflect the different test performances of the participants and are not significantly biased by modalities of the assessment. With these new analyses, this study substantially contributes to previous research by providing comprehensive evidence for the validity of this new performance assessment that validly assesses the complex multifaceted construct of critical online reasoning among university students and graduates. CORA results provide unique insights into the interplay between features of online information acquisition and processing, learning environments, and the cognitive and metacognitive requirements for critically reasoning from online information in university students and young professionals.	en_GB
dc.description.sponsorship	Gefördert durch die Deutsche Forschungsgemeinschaft (DFG) - Projektnummer 491381577	de
dc.language.iso	eng	de
dc.rights	CC BY	*
dc.rights.uri	https://creativecommons.org/licenses/by/4.0/	*
dc.subject.ddc	370 Erziehung	de_DE
dc.subject.ddc	370 Education	en_GB
dc.title	Validation of newly developed tasks for the assessment of generic Critical Online Reasoning (COR) of university students and graduates	en_GB
dc.type	Zeitschriftenaufsatz	de
dc.identifier.doi	http://doi.org/10.25358/openscience-8442	-
jgu.type.contenttype	Scientific article	de
jgu.type.dinitype	article	en_GB
jgu.type.version	Published version	de
jgu.type.resource	Text	de
jgu.organisation.department	FB 02 Sozialwiss., Medien u. Sport	de
jgu.organisation.number	7910	-
jgu.organisation.name	Johannes Gutenberg-Universität Mainz	-
jgu.rights.accessrights	openAccess	-
jgu.journal.title	Frontiers in education	de
jgu.journal.volume	7	de
jgu.pages.alternative	914857	de
jgu.publisher.year	2022	-
jgu.publisher.name	Frontiers Media	de
jgu.publisher.place	Lausanne	de
jgu.publisher.uri	https://www.frontiersin.org/articles/10.3389/feduc.2022.914857/full	de
jgu.publisher.issn	2504-284X	de
jgu.organisation.place	Mainz	-
jgu.subject.ddccode	370	de
jgu.publisher.doi	10.3389/feduc.2022.914857	de
jgu.organisation.ror	https://ror.org/023b0x485	-
jgu.subject.dfg	Geistes- und Sozialwissenschaften	de
Appears in collections:	DFG-491381577-G

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