ASSESSING

A rubric-based “e-portfolio” approach to assessment of information literacy

STUDENT LEARNING

The Champlain College

CONTEXT

Core Curriculum

Every undergraduate student receives information literacy instruction

SEVEN TIMESthroughout their undergraduate degree

Information Literacy as a COLLEGE COMPETENCY

We’re teaching,

BUT ARE THEY LEARNING?

A NEW MODEL OFASSESSMENT

Information Literacy Developmental Rubric

Accesstherubricat:bit.ly/infolitdevelopmentalrubric

Librarian-led assessment

COMMON ASSIGNMENTS

First year & Junior Year

Assessment Findings

Students perform at or beyond the expected stages of their development

INSTRUCTIONAL CHANGESASSESSED OVER TIME

Class of 2016Class of 2017

Class of 2018

0 1 2 3 4

Synthesizes Information, First Year

YEAR-ON-YEAR COMPARISONS

CLASS OF 2016

Look how you’ve

GROWN!

0

0.5

1

1.5

2

2.5

3

3.5

4

FirstYear JuniorYear

Overall Information Literacy Performance First Year to Junior Year

Median Scores by Criteria

FirstYear

JuniorYear

0

0.5

1

1.5

2

2.5

3

IdentifiesQuestions forInvestigation

SelectsAppropriateStrategies&Tools

toAccessInformation

Criticallyevaluatesandappraisesinformation

SynthesizesInformation

Attribution

Unexplored Opportunities?

ePortfolio Model

EVERYBUT, NOT

STUDENT!

ULTIMATE BENEFIT?

Better informed Teachers

FACULTY ROLEin information literacy

Alan Carberyacarbery@champlain.edu

@acarbery