Assessment Ct

Assessment of IL

Albert K. BoekhorstUniversiteit van AmsterdamUniversity of PretoriaTallinn University

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Definition

Assessment is a process of gathering and documenting information about the achievement, skills, abilities, and personality variables of an individual.

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Description

Assessment is used in both an educational and psychological setting by teachers, psychologists, and counselors to accomplish a range of objectives.

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These include the following: to learn more about the competencies and

deficiencies of the individual being tested to identify specific problem areas and/or needs to evaluate the individual's performance in relation to

others to evaluate the individual's performance in relation to

a set of standards or goals to provide teachers with feedback on effectiveness of

instruction to evaluate the impact of psychological or

neurological abnormalities on learning and behavior to predict an individual's aptitudes or future

capabilities

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Modes of assessment

Expert assessment Self assessment Peer assessment

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Types

Formative and summative Objective and subjective Referencing:

criterion-referenced norm-referenced ipsative

Informal and formal

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Summative and Formative Summative assessment

generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade.

Formative assessment generally carried out throughout a course or project.

Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes.

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http://www.reference.com/search?q=assessment

http://en.wikipedia.org/wiki/Assessment

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Instruments

(digital) portfolio assessment / development center Overall test Criterium oriented interview Competence test Assessment talk(Dochy en Nickmans 2005)

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What do you need? Standards – norms ALA / ISLMA Information Literacy Standards

for Student Learning http://21cif.imsa.edu/resources/materials/survey/

standards/alastandards.htm http://www.ala.org/ala/aasl/aaslproftools/

informationpower/InformationLiteracyStandards_final.pdf

ACRL http://www.ala.org/ala/acrl/acrlstandards/

informationliteracycompetency.cfm

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ALA

Levels of Proficiency items for the indicators within each standard

In Information Power: Building Partnerships for Learning: Standards in Action that provide

examples of potential situations requiring information literacy for each standard

Examples of Content-Area Standards for each standard

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ISBN-13: 978-0-8389-3470-8 ISBN-10: 0-8389-3470-6 © 1998

Price: $35.00 224 pages

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ALA 3 Categories

Information Literacy Independent Learning Social Responsibility

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Category I: Information Literacy

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently.

Standard 3: The student who is information literate uses information accurately and creatively.

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Category II: Independent Learning

Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

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Category III: Social Responsibility

Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

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Standard 1 Indicators Indicator 1. Recognizes the need for

information Indicator 2. Recognizes that accurate and

comprehensive information is the basis for intelligent decision making

Indicator 3. Formulates questions based on information needs

Indicator 4. Identifies a variety of potential sources of information

Indicator 5. Develops and uses successful strategies for locating information

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ACRL

5 Competency Standards Performance Indicators

Outcomes:

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ACRL Competency Standards 1: The information literate student determines the

extent of the information neede 2: The information literate student accesses needed

information effectively and efficiently 3: The information literate student evaluates

information and its sources critically and incorporates selected information into his or her knowledge base and value system

4: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose

5: 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

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Competency Standard One: The information literate student determines the

extent of the information needed.Performance Indicator 1: The information literate student defines and articulates the need for information.

Outcomes include:1.1.c. Explores general information sources to increase familiarity with the topic Describes the difference between general and

subject-specific information sources. Demonstrates when it is appropriate to use a general

and subject-specific information source (e.g., to provide an overview, to give ideas on terminology).

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Standard One

The information literate student determines the nature and extent of the information needed.

Performance Indicators: The information literate student defines and articulates the need for

information. Outcomes Include:

Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need

Develops a thesis statement and formulates questions based on the information need

Explores general information sources to increase familiarity with the topic

Defines or modifies the information need to achieve a manageable focus

Identifies key concepts and terms that describe the information need Recognizes that existing information can be combined with original

thought, experimentation, and/or analysis to produce new information

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Team

Stakeholders Management institute/school Teachers ‘Librarians’ ICT staff …

Start with small team of ‘sympathetics’

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Period

Standards after each year Standards after a phase End terms

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Result

Matrix Items Responsabel persons Priority list

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Next step

Put the matrix on the ‘teaching’ scheme of the ‘group’ and individual ‘teacher’, librarian etc….

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Tests and Surveys

UCLA's Information Competencies Survey Cal Poly Pomona "Information Competence Assessment: Web-

Based Assessment of University entry-Level Information Competency"

UC Berkeley Teaching Library Information Literacy Survey University of Charleston, West Virginia Basic Skills Survey Information Literacy Assessment, T Smalley Cabrillo College Wartburg College Information Literacy Assessment James Madison University - "Go For the Gold": A web-based

program for developing information literacy skills that culminates in the Information-Seeking Skills Test. The outline of a presentation on developing this test can be found here (Word document).

http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitresources/infolitinaction/iltestssurveys.cfm

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Exercise

Make groups Fill out a matrix for Standard 3

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Questions?

boekhorst@uva.nl