Abstract Studies about the assessment of information literacy instruction have reported the use of specific grading criteria, also known as rubrics, to evaluate students’ responses. Rubrics can be divided into two general categories: (1) holistic, where one score is assigned for evaluating the successful completion of a task; and (2) analytic, where a grade is subdivided into discrete components needed to complete the task and each component is given its own score for achievement. This article will investigate which scoring method—employing holistic versus analytic rubrics—is the most effective for evaluating students’ search strategies in terms of providing constructive feedback to students and informing the librarian’s future teaching practices.

中文翻译：

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整体的还是分析性的？分级信息素养指导

摘要关于信息素养教学评估的研究报告了使用特定的评分标准（也称为专栏）来评估学生的反应。专栏可以分为两大类：（1）整体性，其中一个分数用于评估一项任务的成功完成；（2）分析型，其中将成绩分为完成任务所需的离散组件，并且每个组件都有自己的成绩得分。本文将研究哪种评分方法（采用整体评分法还是分析评分法）是评估学生的搜索策略最有效的方法，它可以为学生提供建设性的反馈并告知图书馆员未来的教学实践。