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