Developing an Information Literacy Assessment Rubric: A Case Study of Collaboration, Process, and Outcomes

Gola, Christina; Ke, Irene; Creelman, Kerry; Vaillancourt, Shawn

doi:10.15760/comminfolit.2014.8.1.157

Cited by 17 publications

(10 citation statements)

References 3 publications

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“…The works of Hoffman and LaBonte [12], Holmes and Oakleaf [4], and Gola, Ke, Creelman, and Vaillancourt [13] speak to the importance of interdepartmental collaboration in assessment projects. We sought to develop a partnership between assessment personnel, faculty members, and librarians at our university.…”

Section: Discussionmentioning

confidence: 99%

Norming a VALUE rubric to assess graduate information literacy skills

Turbow

Evener

2016

J Med Libr Assoc

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Objective: The study evaluated whether a modified version of the information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric would be useful for assessing the information literacy skills of graduate health sciences students.Methods: Through facilitated calibration workshops, an interdepartmental six-person team of librarians and faculty engaged in guided discussion about the meaning of the rubric criteria. They applied the rubric to score student work for a peer-review essay assignment in the ''Information Literacy for Evidence-Based Practice'' course. To determine inter-rater reliability, the raters participated in a follow-up exercise in which they independently applied the rubric to ten samples of work from a research project in the doctor of physical therapy program: the patient case report assignment.Results: For the peer-review essay, a high level of consistency in scoring was achieved for the second workshop, with statistically significant intra-class correlation coefficients above 0.8 for 3 criteria: ''Determine the extent of evidence needed,'' ''Use evidence effectively to accomplish a specific purpose,'' and ''Access the needed evidence.'' Participants concurred that the essay prompt and rubric criteria adequately discriminated the quality of student work for the peer-review essay assignment. When raters independently scored the patient case report assignment, inter-rater agreement was low and statistically insignificant for all rubric criteria (kappa¼À0.16, p.0.05-kappa¼0.12, p.0.05).Conclusions: While the peer-review essay assignment lent itself well to rubric calibration, scorers had a difficult time with the patient case report. Lack of familiarity among some raters with the specifics of the patient case report assignment and subject matter might have accounted for low inter-rater reliability. When norming, it is important to hold conversations about search strategies and expectations of performance. Overall, the authors found the rubric to be appropriate for assessing information literacy skills of graduate health sciences students.

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Section: Discussionmentioning

confidence: 99%

Norming a VALUE rubric to assess graduate information literacy skills

Turbow

Evener

2016

J Med Libr Assoc

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“…Rubrics are another commonly used assessment method, validated in studies by both FYC faculty and librarians (Erlinger, 2018;Gola, Ke, Creelman, & Vaillancourt, 2014;Jastram, Leebaw, & Tompkins, 2014;Turley & Gallagher, 2008). The first cohort of ACRL's Assessment in Action grants included two rubric-based assessment projects focused on collaborative assessment with FYC programs; both projects evaluated how effective library instruction sessions were in improving student learning in FYC classes.…”

Section: Literature Reviewmentioning

confidence: 99%

Through the Looking Glass: Viewing First-Year Composition Through the Lens of Information Literacy

Chisholm¹,

Spencer²

2019

comminfolit

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This paper presents a case study of how librarians can situate themselves as pedagogical partners by bringing their unique information literacy perspective and expertise to the programmatic assessment process. This report resulted from the Thun Library and the Penn State Berks Composition Program's collaboration to assess the institution's first-year composition (FYC) course. From previous programmatic assessments of their students' work, the faculty knew that students struggled with source use in their rhetoric but found it difficult to pinpoint students' exact source issues. By adapting a rubric theoreticallygrounded in the ACRL Framework to deconstruct the concept of source use into four categories, librarians developed a rubric that illuminated source engagement problems on a more granular level than the programmatic assessments conducted without librarian involvement, leading to specific suggestions for addressing issues with student source engagement.

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“…14 In order to more accurately measure student success, librarians need to move beyond assessing attainment of IL skills with multiple choice questionnaires, which gauge momentary acquisition of facts, to measurement through authentic assessment, which delves deeper into student learning to examine the performance of IL skills. [40][41][42][43] Rubrics, a form of authentic assessment defined as "descriptive scoring schemes," have long been viewed as an essential tool for systematically and objectively assessing student learning in the education field. Traditionally, rubrics describe levels of performance for a given …”

Section: Literature Search Information Literacy and Evidence-based Prmentioning

confidence: 99%

The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment

Schweikhard

Hoberecht

Peterson

et al. 2018

Medical Reference Services Quarterly

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ABSTRACT. This study measures how online library instructional tutorials implemented into an evidence-based practice course have impacted the information literacy skills of occupational and physical therapy graduate students. Through a rubric assessment of final course papers, this study compares differences in students' search strategies and cited sources pre-and postimplementation of the tutorials. The population includes 180 randomly selected graduate students from before and after the library tutorials were introduced into the course curriculum.Results indicate a statistically significant increase in components of students' searching skills and ability to find higher levels of evidence after completing the library tutorials.

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Developing an Information Literacy Assessment Rubric: A Case Study of Collaboration, Process, and Outcomes

Cited by 17 publications

References 3 publications

Norming a VALUE rubric to assess graduate information literacy skills

Norming a VALUE rubric to assess graduate information literacy skills

Through the Looking Glass: Viewing First-Year Composition Through the Lens of Information Literacy

The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment

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