This document summarizes the findings of an assessment project that used rubrics and citation analysis to evaluate student annotated bibliographies. The assessment revealed several key findings about student research behaviors. Students chose a variety of source types but sometimes struggled with distinguishing primary and secondary sources. They also tended to select popular culture topics but omit academic sources for those topics. The assessment indicated students have a basic understanding of source authority but struggle more with writing annotations than finding sources. It provides recommendations to realign library instruction with threshold concepts and add a new lesson focused on primary sources.

1. h"ps://www.flickr.com/photos/25297311@N06/4300994347
Puzzle PiecesAssessing Student work using Rubrics &
Citation Analysis for Dual-Purpose Assessment
Alan Carbery
@acarbery

2. Assessing student research artifacts provides
insight and context. How are students performing
in real-life?
h"ps://www.flickr.com/photos/25850219@N05/4594903605

3. The annotated
bibliography
h"ps://www.flickr.com/photos/34261564@N05/4952695694/

4. Assessment for dual purpose,
using a two-pronged approach

5. Rubric-based assessment for evidence of
information literacy
Philipp
Henzler,
unsplash.com

6. Followed by a citation
analysis for greater
understanding into students’
behaviors & information
choices
Ryan
McGuire,
graLsography.com

7. Variety of
sources
Thesis Citations
Completeness of
Annotation
Holistic Impression

8. Findings

10. Students choose a variety of sources, including
scholarly, peer-reviewed materials
h"ps://www.flickr.com/photos/stuartwebster/5426317242

11. Mistaking the term to mean “the main source I will use”,
students found primary sources to be a confusing source-type.
Dietmar
Becker,
unsplash.com

12. When given the opportunity, students tend to
choose research topics from popular culture.
But are more likely to omit
academic sources in these cases.
h"p://www.flickr.com/photos/58787935@N00/5991572089/

13. Students have a rudimentary
concept of ‘authority’.
PhD = Great Source!Ryan
McGuire,
GraLsography

14. Students tend to have less trouble finding sources,
but writing annotations proves more difficult.
Ryan
McGuire,
graLsography.com

15. Students appear to over rely on citation
management tools; often omitting important, yet
readily available citation details.
Galymzhan
Abdugalimov,
unsplash.com

16. Students sometimes ‘bend
the truth’ when it comes to
the sources they’ve used in
their research.
Ryan
McGuire,
GraLsography

17. Realigning
Instruction

18. Reframing instruction to
threshold concepts. Helping
students see annotated
bibliographies as a
scholarly conversation
InspiraLonfeed.com

19. New 2nd year lesson dedicated
to primary sources
Death
to
the
Stock
Photo

20. For the rubric & citation analysis checklist,
please visit: bit.ly/LACrubric
This assessment project was completed with Sean Leahy, Scholarly Resource & Academic
Outreach Librarian, Champlain College, sleahy@champlain.edu.
Contact us!
@acarbery
acarbery@champlain.edu
http://slideshare.net/acarbery