Themes
• Why assess Information Literacy?
• How to create a portable re-usable assessment
• How assessment can critically ...
The context
Why assess information literacy?
• Buy in from new departments key to
embedding IL
• IL programme mapped to module
learnin...
Engineering Council (2011). The accreditation of Higher Education
programmes: UK standard for professional engineering com...
Why assess Information Literacy?
The challenges of teaching IL to STEM students!
© Matthew Stinson. Uploaded on October 24...
How to create a portable re-usable
assessment – the context
• Professional Skills for Science
& Engineering identified for...
Professional skills for Scientists &
Engineers
Short fat module teaching a range of core skills
4 sessions delivered: Info...
How to create a portable re-usable
assessment – the mechanics
• Explicitly linked to faculty assessment criteria
• Can mig...
Source identification
Search strategy
Identifying appropriate
search source
Source evaluation
Referencing
Analysis of engineers’ results 14/15
Comparable attainment = robustness of assessment?
• Any students who failed the IL co...
Critically informing teaching
• More interesting was deeper reflection on work produced
• Analysis of scripts identified a...
Critically informing teaching
• Greater focus now placed on
contextualising use of the free
web:
• How it relates to libra...
Next steps
• 2nd year - migration into a new
assessment (industrial portfolio)
• Marking complete as of Feb 2016
for 2nd r...
Assessing information literacy attainment - Paul Verlander & Jo Kennedy
Assessing information literacy attainment - Paul Verlander & Jo Kennedy
Assessing information literacy attainment - Paul Verlander & Jo Kennedy
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Assessing information literacy attainment - Paul Verlander & Jo Kennedy

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  • 2/3 were marked within the same grade category IL component / host assessment
    Of 1/3 marked in different grade categories, majority were on cusp between classifications
    Only 11% of marked assessments showed deviation > 10% between mark for IL component / host assessment.
    Greatest deviation between mark for IL component / host assessment = 12%
  • Assessing information literacy attainment - Paul Verlander & Jo Kennedy

    1. 1. Themes • Why assess Information Literacy? • How to create a portable re-usable assessment • How assessment can critically inform your teaching
    2. 2. The context
    3. 3. Why assess information literacy? • Buy in from new departments key to embedding IL • IL programme mapped to module learning outcomes / Engineering Council accreditation • Demonstrating importance of IL learning outcomes to programmes
    4. 4. Engineering Council (2011). The accreditation of Higher Education programmes: UK standard for professional engineering competence. London, United Kingdom: Author.
    5. 5. Why assess Information Literacy? The challenges of teaching IL to STEM students! © Matthew Stinson. Uploaded on October 24 2005 (CC BY-NC 2.0) https://www.flickr.com ©Oliver Tacke. Taken on February 19, 2014, (CC BY 2.0) https://www.flickr.com Image courtesy of khunaspix at FreeDigitalPhotos.net
    6. 6. How to create a portable re-usable assessment – the context • Professional Skills for Science & Engineering identified for Level 4 IL input • Content and planning for the module needed fast! • Opportunity to shape delivery Image courtesy of Stuart Miles at FreeDigitalPhotos.net
    7. 7. Professional skills for Scientists & Engineers Short fat module teaching a range of core skills 4 sessions delivered: Information Sources, Knovel, Using the free web, referencing ©Shaun Fisher Test Tubes, Sept 4 2014, (CC BY 2.0) https://www.flickr.com ©IBM Research. Sunflower Receiver CAD, Sept 16 2014, (CC BY-ND 2.0) https://www.flickr.com ©Ewa Rozkosz, Information Literacy, Aug 2 2011, (CC BY-SA 2.0) https://www.flickr.com
    8. 8. How to create a portable re-usable assessment – the mechanics • Explicitly linked to faculty assessment criteria • Can migrate into existing assessment without change • Can be marked separately (by library staff) • Thematically linked to subject area but focused exclusively on cross-disciplinary skills • For Professional Skills, IL assessment thematically linked to lab report assessment
    9. 9. Source identification Search strategy Identifying appropriate search source Source evaluation Referencing
    10. 10. Analysis of engineers’ results 14/15 Comparable attainment = robustness of assessment? • Any students who failed the IL component also failed host assessment 67% 29% 4% 33% Marking comparison to host assessment Same grade category Different grade category (< 10%) Different grade category (between 10 and 12%)
    11. 11. Critically informing teaching • More interesting was deeper reflection on work produced • Analysis of scripts identified areas where teaching could be changed to improve understanding: • How taught sessions are sequenced • What content is delivered • How content is thematically linked
    12. 12. Critically informing teaching • Greater focus now placed on contextualising use of the free web: • How it relates to library resources • The importance of appropriate depth as well as provenance ©Blue Valley West Library. Taken on February 2, 2014. (CC BY-SA 2.0) . https://www.flickr.com
    13. 13. Next steps • 2nd year - migration into a new assessment (industrial portfolio) • Marking complete as of Feb 2016 for 2nd roll-out • Analysis comparing attainment to attendance • Planned roll-out to further subjects 2016/17 Image courtesy of Stuart Miles at FreeDigitalPhotos.net

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