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Rubrics - RAILS. Rubrics are powerful tools for assessment.

Rubrics - RAILS

The RAILS project is intended to help librarians create and use rubrics for information literacy assessment. To this end, RAILS serves as clearinghouse for information literacy rubrics. Existing RAILS rubrics are grouped by topic and/or by creator and accessible using the navigation links on the right. Any of these rubrics can be modified and saved by librarians; librarians can also upload new rubrics. To do so, librarians should click the "participant login" link at the top of this page for site approval.

These rubrics have been submitted by volunteers and are not perfect. Questions? The Evolution of a Testing Tool for Measuring Undergraduate Information Literacy Skills in the Online Environment. National Institute for Learning Outcomes Assessment. Announcement Debra Gilchrist and Megan Oakleaf, two leaders in librarianship and assessment, document the ways librarians contribute toward campus efforts of student learning assessment.

National Institute for Learning Outcomes Assessment

The paper includes a variety of examples of institutions that have developed student learning assessment processes. Paper Abstract The authors argue that librarians, both independently and in partnership with other stakeholders, are systematically and intentionally creating learning outcomes, designing curriculum, assessing student achievement of learning goals, using assessment results to identify practices that impact learning, and employing those practices to positively impact student experience.

Bloom's taxonomy

Goals, Objectives and Outcomes › Assessment Primer › Assessment › University of Connecticut. Outcomes Pyramid The assessment literature is full of terminology such as “mission”, “goals”, “objectives”, “outcomes”, etc. but lacking in a consensus on a precise meaning of each of these terms.

Goals, Objectives and Outcomes › Assessment Primer › Assessment › University of Connecticut

Part of the difficulty stems from changes in approaches to education – shifts from objective-based, to competency-based, to outcomes-based, etc. education have taken place over the years with various champions of each espousing the benefits of using a different point of view. The Outcomes Pyramid shown below presents a pictorial clarification of the hierarchical relationships among several different kinds of goals, objectives, and outcomes that appear in assessment literature. The 'pyramid' image is chosen to convey the fact that increasing complexity and level of specificity are encountered as one moves downward. The pyramid structure also reinforces the notion that learning flows from the mission of the institution down to the units of instruction.

2005 - NPEC Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning, and Quantitative Skills. 2009- W r it in g I nfor m a t ion Lit e r a c y A s ses s me n t P l a ns: A G uide t o B es t P r a c t iceviewcontent. 2008 - The information literacy instruction assessment cycle. 2001 - Assessing Information Literacy Skills: Developing a Standardized Instrument for Institutional and Longitudinal Measurement. Authentic Assessment Toolbox Home Page.

To the Authentic Assessment Toolbox, a how-to text on creating authentic tasks, rubrics, and standards for measuring and improving student learning.

Authentic Assessment Toolbox Home Page

Inside, you will find chapters on A good place to start -- In this chapter I identify the characteristics, strengths and limitations of authentic assessment; compare and contrast it with traditional (test-based) assessment. Why has authentic assessment become more popular in recent years? When can it best serve assessment needs? After a brief overview, follow a detailed, four-step process for creating an authentic assessment.

All good assessment begins with standards: statements of what we want our students to know and be able to do. Authentic assessments are often called "tasks" because they include real-world applications we ask students to perform. To assess the quality of student work on authentic tasks, teachers develop rubrics, or scoring scales. A guide to constructing good, multiple-choice tests, to complement your authentic assessments. Assessments of Information Literacy available online (Information Literacy Assessments) Forced-choice Tests (e.g., multiple-choice, true/false) Authentic Assessments (see Authentic Assessment Toolbox) History Information Literacy Assessment -- by A.

Assessments of Information Literacy available online (Information Literacy Assessments)

Taylor - brief Sample Assignments -- from University of Maryland University College Portfolio Assessment -- from Teesside University -- description of portfolio assignments can be found in the appendix of this article, beginning on p. 32 Information Literacy Skills Survey -- from the Plano (Texas) Independent School District -- a series of fill-in-the-blank and short essay questions for the middle school level LILO (Learning Information Literacy Online) Tutorial plus Rubrics -- from the University of Hawai'i Libraries -- The first link takes you to an online tutorial that can be used as part of a course or completed independently.

A nice feature of the tutorial is that you can have students complete journal entries associated with specific information literacy skills in response to specific prompts. Information Literacy Assessment: Standards-based Tools and Assignments - Teresa Y. Neely - Google Books. Catching up with information literacy assessment. Resources for program evaluation Cheryl L.

Catching up with information literacy assessment

Blevens + Author Affiliations In March 2009, the Higher Education Research Institute at UCLA released its triennial report on national faculty norms for 2007–08, which were based on survey responses from 22,562 full-time faculty at 372 four-year colleges and universities nationwide.1 For 97.2 percent of the faculty surveyed, helping students to evaluate the quality and reliability of information was a top goal for undergraduate education. THRESHOLD ACHIEVEMENT About the Test. The Threshold Achievement Test of Information Literacy will be field tested in the academic year 2015-16.

THRESHOLD ACHIEVEMENT About the Test

The test will be organized in 4 modules, each designed to be administered separately. The content for each module is inspired by one or more of the frames of the ACRL IL Framework. The first module to be field tested will be Evaluating Process & Authority. This module is based on outcomes and performance indicators that draw from the ACRL IL frames called “Information Creation as a Process” and “Authority is Constructed and Contextual.”

Below you can see how each of the six ACRL IL frames is connected to the TATIL modules. After field testing Evaluating Process & Authority in early fall 2015, the other modules will be field tested in the following order: Strategic Searching (late fall 2015), Research & Scholarship (early spring 2016), and The Value of Information (late spring 2016). TRAILS: Tool for Real-time Assessment of Information Literacy Skills. Information Literacy Test. Information Literacy Assessment. Rubrics - Information Literacy Tools @ Pitt - LibGuides at University of Pittsburgh. Most educators define a rubric as a scoring tool that lists the criteria for performance of specific tasks by a defined level.

Rubrics - Information Literacy Tools @ Pitt - LibGuides at University of Pittsburgh

Rethinking Classroom Assessment with Purpose in Mind. InformationLiteracy.pdf. Association of American Colleges & Universities. The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty.

Association of American Colleges & Universities

The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 16 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. Middle States Commission on Higher Education.