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Take the Helm, Ensign!
Becoming a Campus Leader
with Information Literacy
Assessment
Cynthia Kane
Emporia State University
Colleen Mullally
North Andover Public Schools
Carolyn Radcliff
Chapman University
… and You!
Project SAILS
● Standardized Assessment of Information Literacy Skills
● Information Literacy Competency Standards for Higher
Education
● Knowledge test with multiple choice questions
● Lower and higher order thinking
● Used by 200+ libraries
● 3 tests: Cohort, Individual Scores, Build Your Own Test
● Available for purchase from Carrick Enterprises
Course Level Assessments:
Purpose & Scope
UL 100:
Research Skills, Information, and Technology
Course Level Assessments:
Purpose & Scope
GSGS 198.02
Life Skills
Program Level Assessment:
Purpose & Scope
Program Review: Provide data and evidence to support
institutional planning, budgeting and decision-making.
Institution Level Assessment at Chapman:
Purpose & Scope
Direct evidence
How well do our students perform
at or near graduation?
Longitudinal study
WASC accreditation:
Institution Level Assessment at Pepperdine:
Purpose & Scope
Pepperdine Libraries
Strategic Plan
component includes
evaluation of library
programs and services
value add in improving
the IL program
Pepperdine Libraries
5 Year
Program Review
major component of
direct assessment data
needed for internal
self study
one element from the
assessment calendar
WASC Accreditation:
IL as a Core
Competency
University-wide
methodology supplied
by assessment librarian
coordinated by
librarians and OIE
data needs near/at the
point of graduation
What are your assessment needs?
Why are you conducting an assessment?
◦What questions are you trying to answer?
Consider the scope of the assessment:
◦Class-level: students in a single course section
◦Program-level: students in multiple courses in the same
program
◦Institution-level: students in multiple sections across multiple
programs
Campus Partner / Campus Leader
Who are your campus partners?
• Who has the expertise?
• Who has the funding?
• Who needs you?
• How can IL assessment benefit a class, a program, the
institution?
Working with SAILS Test Results
Cohort Test
• PDF of results by cohort
• Cross-institution comparisons
• Test questions
Individual Scores & Build Your Own Test
• Spreadsheet with every student's
results
• Cross-institution
comparisons
(not for BYOT)
• Test questions
Working with Testing Results at ESU
Working with the Pre-Test
Individual Test Results at Pepperdine
Using Pre-Test and Post-Test Results
at Pepperdine
Working with Results
• What will you do with the information?
• What are you hoping to get from the results?
• How will the results help you answer your questions?
Stakeholders
Who are your stakeholders?
Who wants to know about your results?
Who should be informed?
Options for Assessing IL
Direct assessment: What do students know? What can they do?
○ Tests
○ Standardized tests
○ Rubrics
Indirect assessment: Opinions, attitudes, perspectives
○ Surveys
Potential IL Data Sources:
Locate Instruments Used at Your Institution
Selection of surveys with IL-related questions for different campus
populations
 HERI Instruments
Undergraduate Students
 CIRP Your First College Year
 CIRP Freshman Survey
 CIRP Senior Survey
 CIRP Diverse Learning Environments
Faculty
 HERI Faculty Survey
 HEDS Instruments
Alumni
 Alumni Survey
 Noel-Levitz Instruments
Other Student Populations
 Adult Student Priorities Survey
Potential IL Data Sources:
Locate Questions on the Instrument
CIRP Your First College Year Survey asks …
 How often did students ...
•Evaluate information
•Locate articles and resources
 Student self evaluation of …
•Conducting research
•Thinking critically
 Indicate frequency of…
•Connecting to library resources electronically
Action!
Start work on a plan of action
What assessments are in place
What are your assessment options
Who are your collaborators
Librarians as Leaders
in Assessment
We are…
Multidisciplinary
Allegiance to all
Learning outcomes professionals
Assessment professionals
Questions, Ensign?
Ask us questions that are
broad and generalizable.
We’ll be happy to discuss
questions about your
specific situation after the
session.
Thank You!
Cynthia Kane
Emporia State University
ckane1@emporia.edu
Colleen Mullally
North Andover Public Schools
scanloncolleen@yahoo.com
Carolyn Radcliff
Chapman University
carolyn.radcliff@gmail.com

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Take the Helm, Ensign! Becoming a Campus Leader with Information Literacy Assessment

  • 1. Take the Helm, Ensign! Becoming a Campus Leader with Information Literacy Assessment
  • 2. Cynthia Kane Emporia State University Colleen Mullally North Andover Public Schools Carolyn Radcliff Chapman University … and You!
  • 3. Project SAILS ● Standardized Assessment of Information Literacy Skills ● Information Literacy Competency Standards for Higher Education ● Knowledge test with multiple choice questions ● Lower and higher order thinking ● Used by 200+ libraries ● 3 tests: Cohort, Individual Scores, Build Your Own Test ● Available for purchase from Carrick Enterprises
  • 4. Course Level Assessments: Purpose & Scope UL 100: Research Skills, Information, and Technology
  • 5. Course Level Assessments: Purpose & Scope GSGS 198.02 Life Skills
  • 6. Program Level Assessment: Purpose & Scope Program Review: Provide data and evidence to support institutional planning, budgeting and decision-making.
  • 7. Institution Level Assessment at Chapman: Purpose & Scope Direct evidence How well do our students perform at or near graduation? Longitudinal study WASC accreditation:
  • 8. Institution Level Assessment at Pepperdine: Purpose & Scope Pepperdine Libraries Strategic Plan component includes evaluation of library programs and services value add in improving the IL program Pepperdine Libraries 5 Year Program Review major component of direct assessment data needed for internal self study one element from the assessment calendar WASC Accreditation: IL as a Core Competency University-wide methodology supplied by assessment librarian coordinated by librarians and OIE data needs near/at the point of graduation
  • 9. What are your assessment needs? Why are you conducting an assessment? ◦What questions are you trying to answer? Consider the scope of the assessment: ◦Class-level: students in a single course section ◦Program-level: students in multiple courses in the same program ◦Institution-level: students in multiple sections across multiple programs
  • 10. Campus Partner / Campus Leader
  • 11. Who are your campus partners? • Who has the expertise? • Who has the funding? • Who needs you? • How can IL assessment benefit a class, a program, the institution?
  • 12. Working with SAILS Test Results Cohort Test • PDF of results by cohort • Cross-institution comparisons • Test questions Individual Scores & Build Your Own Test • Spreadsheet with every student's results • Cross-institution comparisons (not for BYOT) • Test questions
  • 13. Working with Testing Results at ESU
  • 14. Working with the Pre-Test Individual Test Results at Pepperdine
  • 15. Using Pre-Test and Post-Test Results at Pepperdine
  • 16. Working with Results • What will you do with the information? • What are you hoping to get from the results? • How will the results help you answer your questions?
  • 18. Who are your stakeholders? Who wants to know about your results? Who should be informed?
  • 19. Options for Assessing IL Direct assessment: What do students know? What can they do? ○ Tests ○ Standardized tests ○ Rubrics Indirect assessment: Opinions, attitudes, perspectives ○ Surveys
  • 20. Potential IL Data Sources: Locate Instruments Used at Your Institution Selection of surveys with IL-related questions for different campus populations  HERI Instruments Undergraduate Students  CIRP Your First College Year  CIRP Freshman Survey  CIRP Senior Survey  CIRP Diverse Learning Environments Faculty  HERI Faculty Survey  HEDS Instruments Alumni  Alumni Survey  Noel-Levitz Instruments Other Student Populations  Adult Student Priorities Survey
  • 21. Potential IL Data Sources: Locate Questions on the Instrument CIRP Your First College Year Survey asks …  How often did students ... •Evaluate information •Locate articles and resources  Student self evaluation of … •Conducting research •Thinking critically  Indicate frequency of… •Connecting to library resources electronically
  • 22. Action! Start work on a plan of action What assessments are in place What are your assessment options Who are your collaborators
  • 23. Librarians as Leaders in Assessment We are… Multidisciplinary Allegiance to all Learning outcomes professionals Assessment professionals
  • 24. Questions, Ensign? Ask us questions that are broad and generalizable. We’ll be happy to discuss questions about your specific situation after the session.
  • 25. Thank You! Cynthia Kane Emporia State University ckane1@emporia.edu Colleen Mullally North Andover Public Schools scanloncolleen@yahoo.com Carolyn Radcliff Chapman University carolyn.radcliff@gmail.com