Assessment and Information Literacy

1. Assessment and Information Literacy Kristy Padron University of West Florida Libraries kpadron@uwf.edu Carole Hinshaw University of Central Florida Libraries chinshaw@mail.ucf.edu

2. Assessment and Information Literacy Part I: AssessmentDefinitionsBuilding FoundationsAuthentic AssessmentFive Questions for Assessment DesignOutcomes (a.k.a. SLOs)Strategies Part II: Assessment InstrumentsACRL StandardsAssessment TestsWho is assessing IL/IF?

3. Assessment Definition: • gathering and interpreting information about students’ achievement, and using that information to make decisions about lessons, course structure/content, grading, or program.

4. What is Assessment? • Assessment is looking at what students are learning more than what the instructor is doing. • Enriches understanding of how students are learning • Assessment is about measuring what is most valued. • Assessment is an ongoing process (aimed at understanding and improving student learning

5. More on Assessment • Can be formal and informal • It reaffirms • It is not extra to the learning process or an “add-on” • It is to be used as a compass: look at direction

6. More on Assessment • Not about data (gate counts, number of sessions) but evidence. • Don’t wait for the perfect assessment plan! Step forward and try things!

7. Building Foundations for Assessment Foundation/First Level: Philosophy Second Level: Mission Third Level: InfoLit Definition Fourth Level: InfoLit Outcomes Reference Service Course-Related Credit-Course

8. What is Authentic Assessment? How students apply their knowledge to real time tasks. It measures not only what students know through information literacy / library instruction, but also how learning is incorporated in their actual work.

9. Five Questions for Assessment Design • What do you want the student to be able to do? • What does the student need to know in order to do this well? • What activity can facilitate the learning? • How will the student demonstrate the learning? • How will I know the student has done this well?

10. Five Questions for Assessment Design • What do you want the student to be able to do? Outcomes: • A good outcome is measurable and can be judged. • It is not too general (though it may depend on the situation: they can be at institutional level and more specific at course level)

11. Five Questions for Assessment Design 2. What does the student need to know in order to do this well? Curriculum, Prior Knowledge

12. Five Questions for Assessment Design • What activity can facilitate the learning? Pedagogy, Learning Activities 4. How will the student demonstrate the learning? What will the student be able to do to show they got it?

13. Five Questions for Assessment Design 5. How will I know the student has done this well? Examples: • Standards of measurement or judgment (professionally, locally, or personally developed) • Expression of your values • Rubrics

14. Outcomes (a.k.a. Student Learning Outcomes) Characteristics of Outcomes: • Measurable, can be judged • Clear to the student, faculty and librarian • Integrated, developmental, transferable • Uses ACRL Standards as a basis and not as an end • Matches the level of course, program, and students • “In order to” get to the uniqueness of learning • Uses a variety of levels of Bloom’s Taxonomy

15. How to Draft Outcomes / SLOs Outcomes Formula

16. How to Draft Outcomes / SLOs Outcomes Formula Examples: • Student distinguishes general and specialized databases in order to select the most appropriate database and maximize relevancy. • Student uses a thesaurus or controlled language list in order to select topic relevant vocabulary. • Librarian states several concepts of assessment in order to apply it as a viable information tool.

17. Bloom’s Taxonomy Basic Knowledge:list, define, label, name, recall, recite, select, memorize, identify Comprehension: describe, discuss, summarize, distinguish, indicate, explain Application: apply, construct, interpret, solve, experiment Analysis: arrange, compare, contrast, classify, order, infer Synthesis: formulate, estimate, integrate, propose, predict, create, develop Evaluation: recommend, assess, measure, select, persuade, verify, conclude Advanced Levels of Reasoning

18. Check & Balances for Outcomes • Are any verbs used? • Does it involve a variety of levels of Blooms Taxonomy? • Does it use different and specific “In Order To’s”? • Is the language clear? • Is it generally the same scale or scope?

19. How many outcomes should be used? • Use what is most important. • Three (3) outcomes are plenty for a one-shot, 50-minute class.

20. Assessment Strategies • Tackle portions at a time; not every outcome needs assessing (or, prioritize what is needed most). • Decide what objectives are most important. • Make assessment practical and meaningful for your students. • Collaborative work with faculty yields the best integrated assignments. • Manage your assessments to they can add up to a complete picture.

21. Assessment Instruments ACRL Standards ETS-ICT Project SAILS

22. ACRL Standards • “IF Competency Standards for Higher Education provides a framework for assessing the information literate individual.” • Competencies include five standards and twenty-two performance indicators. • The standards also list a range of outcomes for assessing student progress. • More Information: http://www.acrl.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm

23. ACRL Standards • Standard One The information literate student determines the nature and extent of the information needed. • Standard Two The information literate student accesses needed information effectively and efficiently. • Standard Three The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

24. ACRL Standards • Standard Four The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. • Standard Five The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

25. More information: ACRL Research Agenda. Research agenda for library instruction and information literacy. ACRL IS Research and Scholarship Committee. Library & Information Science Research 25 (2003) 479-487. Information Literacy Assessment Instruments. Compiled by Dr. Penny Beile, Head, Curriculum Materials Center, University of Central Florida Libraries. 6/2006. University of Central Florida Quality Enhancement Plan. Information Fluency Document http://iaaweb.ucf.edu/qep/UCF_QEP_document.pdf More information: http://www.if.ucf.edu

26. Educational Testing Service (ETS)Information & Communication Technology Literacy Assessment (ICT) • Measures cognitive & technical skills in an authentic, technology intensive environment, based on ACRL & ISTE standards. • $33 per student per test • 75 minutes • More information http://www.ets.org/ictliteracy

27. Project SAILSKent State UniversityStandardized Assessment of Information Literacy Skills • Targets a several information literacy skills and is based on ACRL standards. Measures IF skill levels of groups (cohorts) of students. • $3 per student per test with a cap of $2,000 per institution. • 35 minutes • More information: http://sails.lms.Kent.edu/index.php

28. JMU Information Literacy Test • Designed to assess knowledge and application of knowledge and address ACRL standards 1,2,3, and 5. • $5 per student per test • 60 minutes • More information at James Madison University http://www.jmu.edu/assessment/wm_library/ILT.pdf

29. Who is assessing IL/IF? • James Madison University • Kent State University http://sails.lms.Kent.edu/index.php • KSU Libraries & Media Services. TRAILShttp://www.trails-9.org • King’s College. Contact Terry Mech tfmech@kings.edu • UCF QEP http://www.if.ucf.edu • Assessment plans are underway. • Many individuals are designing library self-efficacy scales and library anxiety scales.