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Assessment of Information Literacy at the Program and Course Levels

Assessment of Information Literacy at the Program and Course Levels. Information Literacy Workshop Asa H. Gordon Library June 22, 2010 Lauren Kirkland Collection Development Librarian. Assessment at the program level A knowledge test of multiple choice questions

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Assessment of Information Literacy at the Program and Course Levels

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  1. Assessment of Information Literacy at the Program and Course Levels

  2. Information Literacy Workshop Asa H. Gordon Library June 22, 2010 Lauren Kirkland Collection Development Librarian

  3. Assessment at the program level • A knowledge test of multiple choice questions • Based on ACRL standards 1, 2, 3, 5 • Students are measured as a group/cohort • No individual scores • Reports are represented by class standing and major From: www.projectsails.org

  4. Computer-based: Available on the Web • Students answer 45 multiple choice questions • Average test time is 20-30 minutes

  5. 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

  6. Second Page • Sample Question • Is 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.

  7. 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)

  8. 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…

  9. 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

  10. 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

  11. Assessment vs. Testing/Grading • Evaluation first, feedback second • Quality assurance • Individuals • Private • Follow-up random, serendipitous • Follow-up not supported • Narrower focus • Feedback first, evaluation second • Quality improvement • Samples • Collective, collegial • Follow-up systematic, expected • Follow-up supported, rewarded • Wider focus From: Barbara Wright, Western Association of Schools and Colleges, 2007

  12. “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

  13. Assessment is ongoing… From: Carmen Genuardi, Seneca Libraries, 2006

  14. 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

  15. Sample assessment techniques may include: • 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

  16. 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

  17. Your thoughts?

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