Proposal: Information Literacy Instruction and Assessment: Overview of Program
Assessment
The three assessment methods selected allow for flexibility with pedagogy, student learning outcomes, student artifacts, and can be used across disciplines and course levels. Using multiple methods of assessment will allow for a more comprehensive interpretation of student achievement. Implementing these assessment methods should be done gradually, with perhaps one per year until librarians are comfortable with the process.
Instruction Assessment Types:
- Library or information confidence
- Authentic assessment of skill application (assessment of student learning outcomes)
- Summative assessment of foundational information literacy skills
In the academic year 2020-2021 most classes will be taught either online or using remote instruction. Using the assessment of library confidence can easily be implement in online/remote library instruction and online student research appointments.
Assessment of Library or Information Confidence
- Measures - student satisfaction
- Instrument – Project Outcome Events/Programs
- When administered- end of instruction sessions
- FYE session, possible follow-up survey at end of semester
- Online Instruction Sessions
- How often: every semester
- Analysis & Evaluation:
- Students will rate confidence
- Look for trends across years, compare to other institutions
- Share results: Generate reports to share with teaching faculty, Campus Dean, program coordinator
- Program change: Depending on survey results, librarians will discuss changes to teaching style and content of instruction
- Additional assessment options:
- select 10% of non-FYE instruction sessions to apply similar confidence survey (Instruction survey)
- use similar confidence survey to assess research appointments (Research Survey)
Authentic Assessment of Skill Application
- Measures – evaluates student learning outcomes at instruction session level
- Instrument –Rubric applied to in-class activity/worksheet
- Sample size- 10% of instruction sessions per librarian (need to make sure it is statistically valid and useful results at the program level)
- When administered –
- collect activity after instruction session and apply rubric
- can be used in any instruction class with a student artifact (worksheet, quiz, pre/post test etc.)
- How often- every semester/year
- Analysis & Evaluation –
- use rubric to determine if students were successful or not
- 70% of students scored...satisfactory on rubric
- Share results: Return activity/worksheet to student, create summary report to share with teaching faculty, and/or department coordinator
- Instruction change: Depending on results, librarians will discuss changes to teaching style, contact hours with students and teaching faculty involvement with information literacy skills
Summative Assessment (two proposed assessment methods)
Standardized Test (Freshman and Sophomore)
- Measures- student achievement of foundational information literacy skills (measures retention of skills)
- Instrument – Information Literacy Assessment & Advocacy Project (ILAAP)
- When administered – end of semester in College Writing II, Spring Semester
- Optional assessment –ask freshman enrolled in FYE to take standardized test to create institutional benchmark
Citation Analysis
- Measures- student achievement of literacy skills (measures retention of skills)
- Instrument – citation analysis of term papers
- Sample Size – 10% of instruction sessions per librarian
- When administered – end of semester, collect papers from variety of disciplines receiving library instruction
- How often – every other year, focus on writing intensive classes
- Measures success of application of skill by student
- Evaluate reference list, internal citing and others