Methods of adressing information literacy - assements

Assessment

Albert K. Boekhorst

Universiteit van Amsterdam

University of Pretoria

Tallinn University

So far ‘ Information literacy’

Is a container concept

It’s a dynamic concept

Being ‘Information Literate’ is a competence :

a critical Attitude about:

What am I doing?

What for am I doing this?

With what am I doing this?

Knowledge about:

the organization and quality of information resources and -channels

acquiring access to information

Skills : being able to use required skills and technology

It’s a part of Life Long Learning

Definition

Assessment is a process of gathering and documenting information about the achievement, skills, abilities, and personality variables of an individual.

Description

Assessment is used in both an educational and psychological setting by teachers, psychologists, and counselors to accomplish a range of objectives.

These include the following:

to learn more about the competencies and deficiencies of the individual being tested

to identify specific problem areas and/or needs

to evaluate the individual's performance in relation to others

to evaluate the individual's performance in relation to a set of standards or goals

to provide teachers with feedback on effectiveness of instruction

to evaluate the impact of psychological or neurological abnormalities on learning and behavior

to predict an individual's aptitudes or future capabilities

Modes of assessment

Expert assessment

Self assessment

Peer assessment

Types

Formative and summative

Objective and subjective

Referencing:

criterion-referenced

norm-referenced

ipsative

Informal and formal

Summative and Formative

Summative assessment

generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade.

Formative assessment

generally carried out throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes.

http://www.reference.com/search?q=assessment

http://en.wikipedia.org/wiki/Assessment

Instruments

(digital) portfolio

assessment / development center

Overall test

Criterium oriented interview

Competence test

Assessment talk

(Dochy en Nickmans 2005)

What do you need?

Standards – norms

ALA / ISLMA Information Literacy Standards for Student Learning

http://21cif.imsa.edu/resources/materials/survey/standards/alastandards.htm

http:// www.ala.org / ala / aasl / aaslproftools / informationpower / InformationLiteracyStandards _ final.pdf

ACRL

http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm

ALA

Levels of Proficiency items for the indicators within each standard

In Information Power: Building Partnerships for Learning:

Standards in Action that provide examples of potential situations requiring information literacy for each standard

Examples of Content-Area Standards for each standard

ISBN-13: 978-0-8389-3470-8 ISBN-10: 0-8389-3470-6 © 1998

Price: $35.00 224 pages

ALA 3 Categories

Information Literacy

Independent Learning

Social Responsibility

Category I: Information Literacy

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently.

Standard 3: The student who is information literate uses information accurately and creatively.

Category II: Independent Learning

Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Category III: Social Responsibility

Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

Standard 1 Indicators

Indicator 1. Recognizes the need for information

Indicator 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making

Indicator 3. Formulates questions based on information needs

Indicator 4. Identifies a variety of potential sources of information

Indicator 5. Develops and uses successful strategies for locating information

ACRL

5 Competency Standards

Performance Indicators

Outcomes:

ACRL Competency Standards

1: The information literate student determines the extent of the information neede

2: The information literate student accesses needed information effectively and efficiently

3: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system

4: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose

5: The information literate student understands many of the economic, legal and social issues surrounding the use of information and accesses and uses information ethically and legally

Competency Standard One:

The information literate student determines the extent of the information needed. Performance Indicator 1: The information literate student defines and articulates the need for information.

Outcomes include: 1.1.c. Explores general information sources to increase familiarity with the topic

Describes the difference between general and subject-specific information sources.

Demonstrates when it is appropriate to use a general and subject-specific information source (e.g., to provide an overview, to give ideas on terminology).

Standard One

The information literate student determines the nature and extent of the information needed.

Performance Indicators:

The information literate student defines and articulates the need for information.

Outcomes Include:

Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need

Develops a thesis statement and formulates questions based on the information need

Explores general information sources to increase familiarity with the topic

Defines or modifies the information need to achieve a manageable focus

Identifies key concepts and terms that describe the information need

Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information

Information policy

Describe present situation

Staff

Equipment

Facilities

Instruction

Describe required situation

Describe transformation process

Team

Stakeholders

Management institute/school

Teachers

‘ Librarians’

ICT staff

…

Start with small team of ‘sympathetics’

Each team member fills document and calculates score

Discussion on outcomes

Standards after each year

Standards after a phase

End terms

Result

Matrix

Items

Responsabel persons

Priority list

Next step

Put the matrix on the ‘teaching’ scheme of the ‘group’ and individual ‘teacher’, librarian etc….

Strategy

Start with small group

Start within one ‘subject’ group

Involve ‘management’

Convince ‘teachers’

Strategy II

Facilitate

‘ Seduce’

Oblige

Tests and Surveys

UCLA's Information Competencies Survey

Cal Poly Pomona "Information Competence Assessment: Web-Based Assessment of University entry-Level Information Competency"

UC Berkeley Teaching Library Information Literacy Survey

University of Charleston, West Virginia Basic Skills Survey

Information Literacy Assessment, T Smalley Cabrillo College

Wartburg College Information Literacy Assessment

James Madison University - "Go For the Gold": A web-based program for developing information literacy skills that culminates in the Information-Seeking Skills Test . The outline of a presentation on developing this test can be found here (Word document).