But
Did They Get It??
Collaborating
with Faculty to Assess Information Literacy Learning
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A poster session presented
by Leslie Bussert
on March 30, 2007
at the ACRL National Conference in Baltimore, MD
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| Poster
Session supporting materials |
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Poster
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Poster
handout
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Get the context, goals,
timeline, outcomes, and results of this assessment project, along with
additional information and data. (See also the Tips &
Observations below.)
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| Authentic
Assessment & Assignments |
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Conducting
Authentic Assessments - The Five Questions
- What
do you want the students to be able to do?
- What
does the student need to know?
- What
is the learning activity?
- How will
the student demonstrate the learning?
- How will
you know the student has done this well?
Deb
Gilchrist & Lynn Olson, “Implementing Authentic Assessments”
workshop sponsored by the Information Literacy in Washington Community
and Technical Colleges LSTA Grant, March 21, 2006.
English
102 Assignments Collected
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| Information
Literacy Rubric and Rating Tools |
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Information Literacy Skills & Processes rubric
Created specifically for this
assessment project.
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Information
Literacy Skills & Processes rating sheet
For use in reviewing and rating
student work. |
| Compiling
and Analyzing the Data |
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See how I compiled the rating data:
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See how I graphed some of the rating data here. |
| Tips
& Observations |
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- Make use of
your institution's e-portfolio system (or portfolio-based curricula)
to help collect student work (this will also help you continue to collect
future student work to assess)
- If you plan to
publish or present your findings outside of your institution, make sure
you get informed consent from your students in writing!
- Consult existing
rubrics to help you build your own
- Try a practice
run with the rubric and rating tool you create. Gather a few librarians
and have everyone review and rate a couple of pieces of student work
to work out any kinks
- Norm your rating
practices! This will ensure inter-rater reliability among those
helping you review and rate student work. To norm your rating practices,
have all reviewers read the same one or two pieces of student work.
Chart each reviewer's ratings and identify those who are outside of
consensus, then discuss to pull everyone back to consensus and common
understanding of the group's rating practices. This also makes for great
discussion with your faculty.
- Make sure each
piece of student work gets rated at least twice
- Try to avoid
collecting and assessing group work. We found the group work we
rated to be less conclusive and indicative of individual student's progress
or performance
- Other assignments
that might lend themselves well to this sort of assessment project include
written self-reflections on: research topics; library workshops/activities;
research processes and/or sources; peer review feedback/processes; in-class
assessments like the one-minute paper or muddiest point
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