Ehlers assessement of information literacy skills circle

Assessment of information literacy skills circle at Higher Education Institutions in South Africa is it a reality or not?
Presented by
Gerda Ehlers
University of Pretoria

Information literacy assessment is like playing with a beach ball ........
it is a different ball game

What is assessment?
Makonidefines assessment as follows :
Assessment consists essentially of
taking a sample of what students do,
making interference and
Estimating the worth of their actions

The difference between evaluationand assessment
Whole learning process
Evaluation
Assessment
Did the student learn ?

How do students play ball?

Reasons why we should assess Information literacyDid the students learn to catch the ball?
Improve students growth
Establish the impact of the instruction program
Assess their learning
Use the data to communicate
Improving your own program

The importance of assessment
Oakleaf states that it is important for libraries to play a role in assessment on campus, if they want to remain relevant
Be relevant on campus
Demonstrate IL assessment contributes to student learning and development

Deflate/inflate
librarians

Reasons why librarians do not inflate the ball
Other work and responsibilities
Too few resources
Limited knowledge, skills and expertise in assessment
No support and commitment on campus
It is difficult to integrate with campus-wide assessment efforts
Fear and anxiety that they are not competent enough
Limited faculty involvement
Assessment tools do not always measure information literacy adequately
Oakleaf, Megan and Lisa Hinchliffe."Assessment Cycle or Circular File: Do Academic Librarians Use Information Literacy Assessment Data?"Proceedings of the Library Assessment Conference. Seattle, WA: Association of Research Libraries. 2008.

The assessment learning theory
Identify students learning and how they are learning
To identify what needs to be trained (instructional needs)
Develop a program with goals and objectives
Theory does not only increase student learning but also improve the pedagogical skills of instructors
The learning and assessment process happens simultaneously
We are the referees!

Librarians need their own assessment and learning model to become effective and put theory into practice
Librarians and assessment

The Information literacy instruction assessment cycle (ILIAC)
The ILIAC model is based on the earlier general assessment cycles of Maki And Bresciani
Makes provision for the needs of academic librarians
Ensures effective assessment in information literacy training
Develop pedagogical skills of librarian who are responsible of information literacy instruction

Enact learning decisions
Review goals
ILI ASSESSMENT CYCLE
Identify outcomes
Interpret data
Create activities
Gather data
Enact learning activities

Things that keep the assessment ball rolling
Design and report assessments around outcomes
Include assessment duties in job descriptions
Input data into an assessment management system
Continue with the assessment cycle
www.meganoakleaf.info

Outcomes assessment
“Outcomes assessment combines the measurement of basic competencies with the assessment of higher-order abilities”
Barclay Donald, (Winter 1993),Evaluating library instruction: doing the best you can with what you have. RQ, vol 33,no. 2,p.195

Types of assessment tools or instruments
Objective tests
Open ended questions and essays
Questionnaires surveys and rating
Performance assessment
Classroom assessment techniques
Rubric assessment
Computer-based information literacy texts
Self assessment

Questions that should be asked to decide on the assessment instrument
Who will be assessed?
What will be done with the results?
Should they be assessed before of after assessment?
How will samples be gathered?
Is there institutional support
What statistical help is available to understand results?
Lym Brian.2010. Assessing the assessment: How institutions administered, interpreted and used SAILS. Reference Services Review, Vol 38,no1, p169
?

Information literacy assessment standards
ISKILLS (ICT skills)
Comprehensive test for information and communication technology proficiency. Educational Testing Service (ETS)
http://www.ets.org.iSkills
Information literacy Test (ILT)
Computerised test to assess ACRL standards.
James Madison University
http.www. jmu.edu//assessment/resources/overview.htm
Standardized assessment of information Literature Skills (Project SAILS)
test of information literacy skills based on ACRL standards
http.www.projectsails.org
.

Important aspects of assessment standards

Information literacy assessment in South Africa

information literacy surveys in South Africa and assessment
During 1993
A survey by Behrens indicated
information literacy training there was however very little information available in the literature.
These courses were not accredited which made it even more difficult to assess
After 1993
These courses were generic and mostly for undergraduates
There was a increase in information literacy activities in South Africa
During 2001
The Retig (Research,Education and training interest group) survey

Results of the 2001 survey
Twelve of the twenty six institutions responded
Four had fully accredited courses
Issues of assessment and credit were explored
An increased need and for assessment of IL courses
Results of assessment not investigated
Primarily generic courses
Increased awareness of the importance of assessment

The 2010 Survey

Some of the questions asked in the survey
Is the course accredited?
Is the course based on an educational model and learning outcomes?
Is the course designed in collaboration with an academic department?
Is any assessment data available?
Is this data used to change the instruction program?
?

Results of the 2010 survey
Seventeen of the twenty three institutions responded
Thirteen (76%)confirmed that they do assess (2001-58%)
Fourteen use summative assessment
Four (24%) of these institutions have accredited courses
Six (35%) follow pedagogical and educational planning
Four (24%) have data available which they use to change the learning goals and outcomes
Two have continuous assessment
Fourteen use multiple choice questions
Four combine multiple choice questions with assignments
Four use the online education management system

Suggestions based on the 2010 survey
Institutions should gather, evaluate and use data, to change and develop training programs more
Increase involvement and collaborations with academic departments concerning content and assessment
Combine multiple choice questions with other assessment tools to also assess higher level IL skills
Librarians should become more skilled and increase their knowledge on assessment and the assessment process
Increasingly use the IL instruction assessment cycle
More subject and task specific assessment
Give feedback to the students

Keep the assessment ball rolling
Close the loop

Thank you

Ehlers assessement of information literacy skills circle

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