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Assessment
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Using Standards - Assessment
The performance indicators and the outcomes for each Standard
provide us with the information we need to assess student learning. They
are flexible enough that various assessment methods can be developed
using these outcomes.
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Standard
2, Outcomes 2.b, 2.c, 2.d
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| (a) Create worksheet to be completed by students which guides
them through keyword selection and appropriate Boolean strategies,
(b) Critique completed worksheet based on pre-determined expectations
and criteria. |
| Create worksheet to see if students can apply Boolean
logic, truncation, and clues in database results lists of expand
and/or narrow search after being taught these concepts in class. |
| Standard
3.2.a |
| Evaluation skills must be presented redundantly. Use a tutorial
or web-based assessment software (e.g., AskIt software) in conjunction
with a class session where student groups examine a piece of cited
literature (scholarly or not) and discuss/applies/presents 3-2a
evaluation standards. |
| Annotated Bibliography or worksheet outlining points
of 3.2.a, evaluation for all cited works in paper. Special narrative
emphasis on point-of-view and authority standards. They're most
difficult to communicate/teach. |
| Ask the students. “Did you use this (offer cited, excerpted
resource) for a paper on ���(e.g., abortion, racism, gay parenting)?” |
| Expand works cited page to include annotations detailing the
research process through which each cited source was located. This
page should be copied to the librarian to provide the information
needed to determine if IL instruction was effective. |
| Standard
4.1.c |
| For Anthropology 300 course, 5-7 page paper is accompanied by
a research journal to document prior knowledge and new knowledge.
Assessment includes annotations of footnotes/citations in the final
paper that answer the following questions: 1) Why was this quote/paraphrase
selected? 2). How does it support or disagree with your topic?
3) Does it agree or disagree with your prior knowledge of the topic
4) Why did you place this quote/paraphrase here? |
| Read this short passage. Answer questions about the selected
quote. Why are these good assessments? Critical thinking; show
relevances; relates to creation of final product; reinforces the
process. |
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1) Ask the students pre-assignment questions like:
--What books, databases, journals, websites, are you aware of for your
topic?
--What do you expect the outcome of your research will be?
--What do you hope to find?
2) Students will write a page analysis that will be part of
their final paper that will address:
--Which viewpoints are covered by their resources?
--Why they chose the viewpoints they did?
--What their selection of criteria was?
--Which of their criteria they found most helpful or meaningful as
they made their choices?
3) Students will provide brief annotations to their bibliography.
Each entry will address the following questions:
--How does this source contribute to your knowledge of the topic?
--How did you find this source?
--Why did you choose parts of the sources that you did for your paper?
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| Standard
5.1.d |
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We would require the student to show us copyright permission
for using these visuals.
Another requirement could be to have the student photocopy the
page where the information that is being cited appears. Therefore
we could check for plagiarism and also confirm that intellectual
property is being acknowledged.
Student can be asked to summarize the issues and give examples
of intellectual property, copyright and fair use.
Students could be given 2 URLs and asked to review them for
evidence of legal/ethical issues as explained in this competency.
Students could be handed an article and asked: “What part
of this article can you use, picture? figure? graph, text? What
would you have to do in order to use it?”
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In test student could be given a short scenario and asked: is
this OK to do, why or why not?
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Take a look at our page on Assessment
Issues and our Assessment
Bibliography
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ACRL Information Literacy Web Site
Maintained and developed by the Information Literacy Advisory Committee. Contact us.
ACRL is a division of the American Library Association
© 2003 American Library Association. Copyright Statement.
Last updated: 2006-12-08 17:45:32.07 December 8, 2006
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