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This study presents an investigation of information literacy as defined by the ETS iSkills™ assessment and by the New Jersey Institute of Technology (NJIT) Information Literacy Scale (ILS). As two related but distinct measures, both iSkills and the ILS were used with undergraduate students at NJIT during the spring 2006 semester. Undergraduate students (n = 331), first through senior years, took the iSkills and submitted portfolios to be judged by the ILS. First‐year students took the Core iSkills assessment, which was designed to provide administrators and faculty with an understanding of the information and communication technology (ICT) literacy of a student doing entry‐level coursework (n = 155). Upper classmen took the more difficult Advanced iSkills assessment, appropriate for rising juniors (n = 176). Across all class levels, iSkills scores varied as expected. First‐year basic skills writing students performed at lower levels than first‐year students enrolled in traditional composition and cultural history courses; seniors performed at higher levels than sophomores and juniors. Because the NJIT ILS scores were designed to be curriculum sensitive, portfolio scores did not similarly follow grade levels. Analyses revealed weak correlations between portfolio and Core iSkills scores and moderate correlations between portfolio and Advanced iSkills scores. As two associated yet distinct systems of inquiry designed to explore undergraduate student performance, the ETS iSkills assessment and the NJIT ILS—taken both individually and together—yield important information regarding student performance.

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