Information Literacy Program Assessment

Contact Information

Suzanne Byerley
Director of Instructional Services
719-255-3290
sbyerley@uccs.edu

Information Literacy Program Assessment

Assessment Philosophy

Programmatic assessment incorporates a variety of methods and measures so that conclusions may be corroborated, and stronger evidence of quality may be provided. Because assessment is strongly linked to planning, it should be designed to provide information that can be used to improve services, and should be a continuous, iterative process. Coordination of assessment with teaching faculty is a strategic goal of this program, because student learning outcomes are a shared responsibility.

Assessment Methods

Lindauer (2004) identifies three areas of information literacy assessment that can be used to document programmatic quality at a variety of levels. These include program components, learning environment, and student learning outcomes. All three areas overlap, and one particular method of assessment could easily fit into more than one area. For example, Lindauer notes that program components are really part of the formal learning environment, but are separated to emphasize the connection between learners and formal curriculum, and to stress the importance of instructional activities. Below are specific methods of assessment that have been or are currently being developed for the UCCS Information Literacy Program. Following that is a sample matrix (adapted from Lindauer, 1997) that uses outcomes, indicators, and assessment methods; this regimen may be adapted and applied to all segments of the assessment process, as well as to individual sessions or courses. (The sample below is a 'big picture' example.)

  • Program components(includes the various models of instruction listed above: courses, workshops, individual instructional learning opportunities, etc.)
    • Instructional materials (e.g. Web guides, presentation materials, etc.)
    • Instruction statistics (attendance, discipline, etc.)
    • Attendance at workshops or other optional session (e.g. as measured by the workshop evaluation form)
  • Learning environment(includes broader departmental and college curriculum and planning documents and assessments, and university assessment tools)
    • Student Assessment Surveys include:
      • ETS Proficiency Profile (administered to incoming first-year students in the fall of odd number years, and to senior students in the spring of odd number years).
      • National Survey of Student Engagement (NSSE) (administered to incoming first-year students in the fall of even number years and to senior students in the spring of even number years).
    • General education assessment
    • Assessment and curriculum documents for specific disciplines/colleges
    • Disciplinary courses with integrated information literacy skills course components
    • Data showing effectiveness of library in student learning, retention, etc.
  • Student learning outcomes(includes attitude surveys, self-assessments, and various 'authentic assessment' measures, such as assignments, portfolios, journals, pre- and post-tests, exams)
    • Pre- and post-tests in English 1410, 2080, and 2090
    • Student exit survey for English 1410 that includes a section on information literacy instruction.
    • Faculty assessment of library instruction sessions- faculty evaluation form
    • Peer-evaluation assessment

SAMPLE ASSESSMENT MATRIX

Outcome

Indicator

Data Collection Method

Faculty-librarian relationship is formalized, and tangible results of it are demonstrated by assignments using library/information resources across the curriculum

Descriptive report about number, type, extent of library research and information literacy-related assignments.

Syllabi analysis; library use/instruction statistics analysis

Syllabi and course assignments include information literacy skills development through various learning activities and use of library/learning resources

Descriptive report summarizing number, type, extent of library research information literacy related assignments

Course assignments and syllabi analysis

Active learning strategies (i.e.,problem-solving assignments, group work; hands-on assignments) using a variety of information resources areused

Descriptive report summarizing number, type, purpose and student opinion about effects of various teaching methods

Syllabi analysis; peer-observation; student survey/self-assessment

Information literacy learning outcomes are included at the course and program levels for general education and other academic programs

Descriptive report summarizing number, type, extent of library research information literacy related outcomes for various programs on campus

Curriculum document analysis

Program completion and graduation requirements include demonstration of information literacy competencies

Descriptive report summarizing library related questions from institutional assessment documents and general education requirements

Institutional assessment analysis of library-related questions; analysis of general educational documents

Campus general education and assessment plans include information literacy learning outcomes and ways to demonstrate progress and achievement of specific levels of information literacy

Descriptive report summarizing number, type, extent of library research information literacy related outcomes for general education and assessment oncampus

Curriculum document analysis; department assessment plan analysis