Looking for rubrics for assessment?

Explore RAILS (Rubric Assessment of Information Literacy Skills) for your rubric assessment needs!  RAILS is a repository of rubrics designed for academic librarians and disciplinary faculty to assess information literacy outcomes in higher education.

In addition to the rubrics themselves, there are links to suggested readings to get started using rubrics, relevant assessment and learning outcomes standards, and presentations on using rubrics for IL assessment.

Also take a look at the AAC&U VALUE Rubric for Information Literacy.  According to the website:

VALUE (Valid Assessment of Learning in Undergraduate Education) is a campus-based assessment initiative sponsored by AAC&U as part of its Liberal Education and America’s Promise (LEAP) initiative. VALUE rubrics or scoring guides provide needed tools to assess students’ own authentic work, produced across their diverse learning progressions and institutions, to determine whether and how well students are meeting graduation level achievement in learning outcomes that both employers and faculty consider essential.

CR&L forum on its special issue “Assessment in Action”

Live Thursday, March 24, 2016 – 2pm Central

Length: 60 minutes

Register to receive reminders and information and/or view the forum live on YouTube.

Join us for an author panel discussion on Action Research with authors of articles in the March 2016 College & Research Libraries special issue on the ACRL Assessment in Action (AiA) program.

AiA lead co-facilitator and issue co-editor Lisa Janicke Hinchliffe will introduce the Forum. Brandy Whitlock and Nassim Ebrahimi will speak about their study: “Beyond the Library: Using Multiple, Mixed Measures Simultaneously in a College-Wide Assessment of Information Literacy,” and Phil Jones, Julia Bauder, and Kevin Engel will speak about their research: “Mixed or Complementary Messages: Making the Most of Unexpected Assessment Results.”

Hashtag: #crlassess

Panelists:

Lisa Janicke Hinchliffe: Professor/Coordinator for Information Literacy Services and Instruction, University of Illinois
Julia Bauder: Interim Librarian of the College, Grinnell College
Nassim Ebrahimi: Associate Vice President of Institutional Research, Effectiveness and Planning, Baltimore City Community College
Kevin Engel: Science Librarian, Grinnell College
Phil Jones:  Humanities Librarian and Coordinator of Research Services, Grinnell College
Brandy Whitlock: Professor and Instruction Librarian, Andrew G. Truxal Library, Anne Arundel Community College

The MERLOT Pedagogy Portal

I recently discovered the MERLOT Pedagogy Portal.  MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a program of the California State University, in partnership with higher education institutions, professional societies, and industry.  It’s content is licensed under Creative Commons.

The portal’s content is broken down into 5 categories:

  • Learners and Learning
  • Course Instructional Design
  • Teaching Strategies
  • Teaching Challenges
  • Assessment

I am just beginning to explore this resource, but I am excited by what I have seen so far.

How do we do assessment here?

In looking for information about assessment to post to Instructionally Speaking, I found a lot of articles that described assessment in environments that didn’t quite seem to apply to ours.  Would we be able to review and score students’ papers using AAC&U’s Information Literacy VALUE rubric like Wendy Holliday et al. in “An Information Literacy Snapshot: Authentic Assessment across the Curriculum”?  Can we participate in curriculum mapping when, in many cases, we don’t have course outcomes or objectives in which to map?

I then read this statement in Kuh’s report Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities.

In general, institutional selectivity is negatively related to assessment activity.  For  almost every category of assessment activity, the more selective an institution’s admissions standards, the less likely it is to employ various assessment approaches, or use the results.

Why is this?  Does it apply here?  If so, what does this mean for us?

References:

Wendy Holliday, Betty Dance, Erin Davis, Britt Fagerheim, Anne Hedrich, Kacy Lundstrom, and Pamela Martin. “An Information Literacy Snapshot: Authentic Assessment across the Curriculum.” Coll. Res. Libr. March, 2015. 76:170-187; doi:10.5860/crl.76.2.170

Kuh, G. D., Jankowski, N., Ikenberry, S. O., & Kinzie, J. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).