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Início Avaliação da Aprendizagem Assessment of Learning Abilities: Information

Assessment of Learning Abilities: Information

 

Operational Definition

A set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. It is common to all disciplines, to all learning environments, and to all levels of education. Forms the basis for lifelong learning .
Information competent students are able:
  1. To recognize the need for information for their scholarly and practical pursuits.
  2. To articulate and focus information needs.
  3. To select and access information from appropriate sources.
  4. To use a variety of information technologies to acquire information.
  5. To critically analyze and evaluate information gathered.
  6. To organize and process information in a form that is useful in acquiring knowledge and making decisions.
  7. To apply information for effective and creative decision making.
  8. To generate and effectively communicate information and knowledge.
  9. To understand and respect the ethical, legal, and socio-political issues surrounding the use and dissemination of information.
 

Assessment Examples for Information Learning Abilities

  • Skills surveys/tests
  • Practical exercises
  • Worksheets
  • Research papers
  • Speeches
  • Rubric Examples

Criteria for Assessing Information Abilities

CODE SHEET

Under each skill there will be individual elements that will be charted. If a student has all of these elements, they will get a 5 (Proficiently demonstrates the skill), If they have ¾ of these elements they will get a 4 (demonstrates some proficiency), if they have half of the elements, they will get a 3 (demonstrates some of the skill behaviors), if they have ¼ of the elements, they will get a 2, (some familiarity with the skill) and if they have none of the elements they will get a 1 (no knowledge of the skill).
Scale
1= Does not demonstrate this skill
3= Performs some behaviors related to this skill
5= Effectively demonstrates this skill


The information literate student determines the nature and extent of the information needed.
1. The information literate student defines and articulates the need for information.
1
2
3
4
5
a. Develops a thesis statement and formulates questions based on the information need
o thesis statement
b. Explores general information sources to increase familiarity with the topic
o reference materials (any format)
c. Defines or modifies the information need to achieve a manageable focus
o what I hope to accomplish
d. Identifies key concepts and terms that describe the information need
o lists key concepts
 
 
 
 
 
2. The information literate student considers the costs and benefits of acquiring the needed information.
1
2
3
4
5
a. Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound)
Any one of these is adequate
o interlibrary loan
o other libraries resources
o worldcat
o other ________________________
b. Defines a realistic overall plan and timeline to acquire the needed information
o evidence of a plan






 
 
 
 
 
3. The information literate student reevaluates the nature and extent of the information need.
1
2
3
4
5
a. Reviews the initial information need to clarify, revise, or refine the question
o Makes reference to thesis or hope to accomplish goals
b. Describes criteria used to make information decisions and choices
o Explains choice of particular materials
 
 
 
 
 
 
 
 
The information literate student accesses needed information effectively and efficiently.
1. The information literate student constructs and implements effectively-designed search strategies.
1
2
3
4
5
 
 
 
 
 
a. Identifies keywords, synonyms and related terms for the information needed
o Lists keywords
b. Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books)
Any one of these is adequate
o Boolean operators
o Truncation
o Phrase searching
c. Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters
o Uses above keywords and/or strategy in more than one database and/or search engine and/or print tool.
 
 
 
 
 
2. The information literate student retrieves information online or in person using a variety of methods.
1
2
3
4
5
a. Uses various search systems to retrieve information in a variety of formats
o Uses more than one database and/or search engine and/or print tool.
b. Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration
o Uses more than one section of the library (e.g. reference, periodicals, circulation, special collections)
c. Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners)
o Obtains help/services (can be in-person or online)
d. Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information
o Uses a primary source and records it in the log.






 
 
 
 
 
 
3. The information literate student refines the search strategy if necessary.
1
2
3
4
5
a. Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized.
o Any value assessment of the resource
b. Identifies gaps in the information retrieved and determines if the search strategy should be revised
o Any value assessment of the strategy
c. Repeats the search using the revised strategy as necessary
o Any changes in the strategy




The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system
 
 
 
 
 
1. The information literate student articulates and applies initial criteria for evaluating both the information and its sources.
1
2
3
4
5
a. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias
Comments on a source’s
o Validity
o Accuracy
o Authority
o Currency
o Bias





 
 
 
 
 
2. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
1
2
3
4
5
a. Determines whether information satisfies the research or other information need
o Comments on a sources usefulness or applicability
 
 
 
 
 
3. The information literate student determines whether the initial query should be revised.
1
2
3
4
5
a. Determines if original information need has been satisfied or if additional information is needed
o Comments on a sources usefulness or applicability
b. Reviews search strategy and incorporates additional concepts as necessary
o Changes to initial search strategy
c. Reviews information retrieval sources used and expands to include others as needed
o Uses a variety of resources
 
 
 
 
 
The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose
1. The information literate student revises the development   
  process for the product or performance.                                   1 2 3  4 5
 
 
 
 
 
a. Reflects on past successes, failures, and alternative strategies
o Completes final reflection
o Completes assignment