Dangers and Opportunities: A Conceptual Map of Information Literacy Assessment Approaches

Abstract

The culture of assessment in higher education requires academic librarians to demonstrate the impact of information literacy instruction on student learning. As a result, many librarians seek to gain knowledge about the information literacy assessment approaches available to them. This article identifies three major assessment approaches: (1) fixed-choice tests, (2) performance assessments, and (3) rubrics. It maps the theoretical and educational assumptions on which these options are grounded and charts the dangers and opportunities of each assessment approach.

Use It or Lose It? A Longitudinal Performance Assessment of Undergraduate Business Students' Information Literacy

“…There are several common types of information literacy instruction assessment, including fixed choice tests, performance assessments, and rubrics (Oakleaf, 2008), each of which has a history of use and theoretical background supporting its implementation. Many libraries opt for fixed choice tests, which allow for fast development and grading, are typically scalable and reliable, and support convenient comparisons of study groups (Oakleaf, 2008).…”

“…Many libraries opt for fixed choice tests, which allow for fast development and grading, are typically scalable and reliable, and support convenient comparisons of study groups (Oakleaf, 2008).…”

“…There is increasingly more pressure placed on libraries to demonstrate their value to stakeholders in quantifiable ways (Oakleaf, 2008;Menchaca, 2014;Holliday et al, 2015;Sharun, 2014;Booth et al, 2014). In the case of libraries playing a role in instruction at higher education institutions, this requires showing "what students know and are able to do as a result of their interaction with the library and its staff" (Oakleaf, 2008, p.234).…”

Academic Libraries and the Credit-Bearing Class: A Practical Approach

“…As Megan Oakleaf (2008) states, no two academic libraries are the same; likewise, no two libraries have identical assessment needs.…”

Dereceli Puanlama Anahtarı Kullanan Öğrencilerin Başarıları Üzerine Bir İnceleme

“…Öğrenci açısından bakıldığında DPA'lar öğrencilerin ödevlerin içeriğini anlamalarına yardımcı olur (Kan, 2007;Panadero ve Jonsson, 2013;van Helvoort, 2012), onların ilerlemelerini düzenler (Andrade ve Du, 2005;van Helvoort, 2012), aldıkları puanların nedenle rini anlamalarını sağlar (Moskal, 2000;Oakleaf, 2008;Scharf, Elliot, Huey, Briller ve Joshi, 2007;van Helvoort, 2012) ve nitelikli ödevlerin özelliklerini anlatır (Bolton, 2006;Cyr, Smith, Broyles ve Holt, 2014;DelleBovi, 2012;Goodrich, 2000;Kan, 2007;Moskal, 2000). Öğrenciler, DPA'lardan aldıkları dönütlerle güçlü ve zayıf yönleri hakkında bilgi sahibi olurlar (Cyr, Smith, Broyles ve Holt, 2014;Fehring, 2005;Goodrich, 2000;Jonsson ve Svingby, 2007;Panadero ve Jonsson, 2013;van Helvoort, 2012).…”