A Practical Guide to Information Literacy Assessment for by Carolyn Radcliff, Mary L. Jensen, Joseph A. Salem Jr.,

By Carolyn Radcliff, Mary L. Jensen, Joseph A. Salem Jr., Kenneth J. Burhanna, Julie A. Gedeon

Details literacy overview applies to a couple of contexts within the better schooling enviornment: institutional curricula, details literacy courses, details literacy classes, course-integrated details literacy guide, and stand-alone info literacy workshops and on-line tutorials. This useful consultant offers an summary of the evaluate approach: making plans; choice and improvement of instruments; and research and reporting of information. An assessment-decision chart is helping readers fit applicable overview instruments and techniques with studying results and tutorial settings. evaluate instruments, equipped through variety, are observed by way of case reviews. quite a few details literacy criteria are referenced, with emphasis given to ACRL's details Literacy Competency criteria for larger schooling.

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Anderson and Krathwohl’s book (2001), like Bloom’s original publication, offers scores of verbs that can help you write objectives. For example, if you want students to learn something at the Analyze level, you might choose one of these verbs to start things off: analyze, distinguish, subdivide, design, illustrate, utilize, categorize, identify, survey, detect, outline, classify, infer, arrange, diagram, relate, compare, break down, develop, point out, differentiate, select, combine, discriminate, separate.

The answers may not always please you, especially if you spent a significant amount of time on one concept and no students mention it in their lists of things they have learned, but the answers are valid for those students and need to be taken at face value. If their responses reflect something that you did teach them, even if it was not the main focus of your instruction, then you do have evidence that some learning was taking place. ” Not all students will value this assessment tool as much as you do!

Test out the matrix to make sure that the answers are clear—this is not the place for subtleties or nuances. Make copies of the matrix and distribute to the students after your instruction. If you wish to assess student perceptions and knowledge before and after your instruction, conduct this assessment both at the beginning and at the end of the class. To complete the matrix, students should enter a plus sign (ϩ) or the word “yes” in the column if the concept has one of the features and a negative sign (Ϫ) or the word “no” if it does not have that feature.

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