ASSESSING
A rubric-based “e-portfolio” approach to assessment of information literacy
STUDENT LEARNING
The Champlain College
CONTEXT
Every undergraduate student receives information literacy instruction
SEVEN TIMESthroughout their undergraduate degree
Information Literacy as a COLLEGE COMPETENCY
We’re teaching,
BUT ARE THEY LEARNING?
A NEW MODEL OFASSESSMENT
Information Literacy Developmental Rubric
Accesstherubricat:bit.ly/infolitdevelopmentalrubric
Librarian-led assessment
COMMON ASSIGNMENTS
First year & Junior Year
Assessment Findings
Students perform at or beyond the expected stages of their development
INSTRUCTIONAL CHANGESASSESSED OVER TIME
Class of 2016Class of 2017
Class of 2018
0 1 2 3 4
Synthesizes Information, First Year
YEAR-ON-YEAR COMPARISONS
CLASS OF 2016
Look how you’ve
GROWN!
0
0.5
1
1.5
2
2.5
3
3.5
4
FirstYear JuniorYear
Overall Information Literacy Performance First Year to Junior Year
Median Scores by Criteria
FirstYear
JuniorYear
0
0.5
1
1.5
2
2.5
3
IdentifiesQuestions forInvestigation
SelectsAppropriateStrategies&Tools
toAccessInformation
Criticallyevaluatesandappraisesinformation
SynthesizesInformation
Attribution
Unexplored Opportunities?
EVERYBUT, NOT
STUDENT!
ULTIMATE BENEFIT?
Better informed Teachers
FACULTY ROLEin information literacy
Alan [email protected]
@acarbery