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Assessment of Information

Literacy at the Program and Course Levels

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Information Literacy WorkshopAsa H. Gordon Library

June 22, 2010

Lauren KirklandCollection Development Librarian

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• Computer-based: Available on the Web

• Students answer 45 multiple choice questions

• Average test time is 20-30 minutes

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Sample Question:Which of the following best identifies a "publication issued periodically, usually weekly or monthly, containing articles, stories, photographs and advertisements?"CHOOSE ONE ANSWER

Journal Magazine Newsletter Newspaper Trade Journal

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Second Page

Sample QuestionIs it ethical for you to use the ideas of another person in a research paper? CHOOSE ONE ANSWER

Yes, but only if you ask their permission. Yes, but only if you give them credit. Yes, but only if you use their exact words. Yes, but only if you do not use their exact words. No, it is not ethical for you to use the ideas of someone else in a research paper.

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What SSU’s results tell us so far…

• The higher the class standing, the better the scores

• Students understand retrieving sources and using finding tool features the most

• Students have the most difficulty with evaluating sources (this is also one of the more advanced concepts of information literacy)

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• Value of SAILS:– Good Benchmark– As more students take the test , we will be able

to determine how to further improve information literacy at SSU

• BUT:– Does not measure individuals’ abilities– Does not measure on a course level

Which brings us to…

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Assessing information literacy at the course-

level…Assessment is a process of :• Identifying goals and learning objectives or asking

questions about student learning• Gathering evidence/ Data collection• Interpreting it• Using it to improve the effects of college on

students’ learning and development – at any level of analysis from the individual student to the course, program, or institution.

• Looking objectively at what was or was not learned

From: Barbara Wright, Western Association of Schools and Colleges, 2007

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As opposed to evaluation…

• Involves judging the quality of student work or instruction.– This can be in the form of a grade

From: Carmen Genuardi, Seneca Libraries, 2006

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Assessment vs. Testing/Grading 1. Evaluation first,

feedback second2. Quality assurance3. Individuals 4. Private5. Follow-up random,

serendipitous6. Follow-up not

supported7. Narrower focus

1. Feedback first, evaluation second

2. Quality improvement

3. Samples4. Collective, collegial5. Follow-up

systematic, expected

6. Follow-up supported, rewarded

7. Wider focus From: Barbara Wright, Western Association of Schools and Colleges, 2007

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“Assessing instruction and evaluating the results of that assessment provides information about whether or not we have achieved what we set out to do. Therefore, developing an assessment plan should always occur in conjunction with writing instructional goals and objectives.”

From: Esther Grassian and Joan Kaplowitz ,2001

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Assessment is

ongoing…

From: Carmen Genuardi, Seneca Libraries, 2006

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Selecting an assessment method depends on:

•Why you are doing the assessment (what do you want to know once the assessment is completed?)?

• The audience for whom it is intended (what or who are you assessing?)?

• How will the results of the assessment be used? (to make modifications for improvement of teaching and learning?)?

From: Carmen Genuardi, Seneca Libraries, 2006

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• Assessment embedded into assignments:– Research journal– Research portfolio– Search Plan: sources searched, terms used in searches,

search strategies– Annotated bibliography– Essay examination– Self-assessment

• 1 Minute Paper• Library instruction evaluation/assessment• Rubrics • Pre-and post-tests

From: Umass Amherst

Libraries, 2008

Sample assessment techniques may include:

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To sum it up….• Assessment is based on selected, relevant

outcomes– Decide what you want to learn from assessment

• Choose method of assessment: testing, embedded in assignment…– Choose an assignment (if you choose to embed assessment)

• Breaking down assignments into steps• Evaluation of outcomes: were the they met or not?• Make changes as necessary

• Rubrics?– http://library.savannahstate.edu/information_literacy/

information_literacy_assessment_rubric.php

• See examples in syllabi from previous workshops– http://library.savannahstate.edu/information_literacy/

information_literacy_workshops/index.php

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Your thoughts?