Abstract This study aimed to use the Kirkpatrick four-stage model to evaluate the learning outcomes of information organization (IO) courses. The study used the learning outcomes evaluation method and case studies; the evaluation method was used to transform the expected achievement and course goal according to cataloging competencies. The 3-credit “information organization” (IO) course at National Chengchi University and enrolled students during the 2016 fall semester were selected as the case study, with the study population consisting of 33 graduate students of two classes. Cataloging competencies were transformed into learning objectives and ten course units for the IO course, including information organization concept, descriptive cataloging, subject analysis, cataloging management and technology. The study used the four–stage Kirkpatrick model to evaluate student learning outcomes of the IO course, including evaluation of the level 1 reaction, level 2 learning, level 3 behavior and level 4 results. The empirical data collected from the course tasks was used to evaluate level 2 through three assignments, four tests and a final examination, while a questionnaire survey was used to evaluate levels 1, 3 and 4, with the student satisfaction score 4.51, shown with the IO course. As the average student achievement score was 83.48 points, the post-test scores of two classes’ graduate students were significantly higher than pre-test scores, with the study thus proving that all students made progress after taking the courses. Based on the Kirkpatrick model, the results provide favorable evidence for course effectiveness and its value, as well as illustrating that the students learned well on the information organization course.

中文翻译：

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基于柯克帕特里克框架的信息组织课程的学生学习成果评估

摘要这项研究旨在使用柯克帕特里克（Kirkpatrick）四阶段模型来评估信息组织（IO）课程的学习成果。该研究使用学习成果评估方法和案例研究；评估方法用于根据编目能力来转换预期成绩和课程目标。案例研究选择了国立政治大学的3学分的“信息组织”（IO）课程并招收了2016年秋季学期的学生作为案例研究，研究人群包括33名两班研究生。编目能力已转化为IO课程的学习目标和10个课程单元，包括信息组织概念，描述性编目，主题分析，编目管理和技术。该研究使用四个阶段的柯克帕特里克（Kirkpatrick）模型评估IO课程的学生学习成果，包括评估1级反应，2级学习，3级行为和4级结果。从课程任务中收集的经验数据通过三项作业，四项测试和期末考试用于评估2级水平，而问卷调查用于评估1、3和4级，学生满意度得分为4.51，显示为IO课程。由于平均学生成绩为83.48分，两个班级研究生的测验分数明显高于测验分数，因此该研究证明所有学生在参加课程后均取得了进步。基于Kirkpatrick模型，研究结果为课程有效性及其价值提供了有利的证据，