Sheila Webber Sept 2003 Information literacy assessment Sheila Webber, Department of Information...
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Transcript of Sheila Webber Sept 2003 Information literacy assessment Sheila Webber, Department of Information...
Sheila Webber Sept 2003
Information literacy assessment
Sheila Webber, Department of Information Studies, University of Sheffield, UK
September 2003
Sheila Webber Sept 2003
“It has long been recognised that probably the biggest influence on a student’s
approach to their studies is the assessment regime of the course”Rust, C. (2001) A briefing on assessment of large groups. York: Learning and Teaching
Support Network. (p11)
http://www.ltsn.ac.uk/embedded_object.asp?id=17152&prompt=yes&filename=ASS012
Sheila Webber Sept 2003
“the crucial thing, I think, is that you do have to tie the literacy exercises
to application to the discipline which is assessed in some way, frankly,
because if not, the ones who need it most will do it less”
Civil Engineering lecturer, interviewed for our project
Sheila Webber Sept 2003
Information literacy is the adoption of appropriate information behaviour
to identify, through whatever channel or medium, information well fitted to information needs, leading
to wise and ethical use of information in society
(Johnston & Webber 2002)
Sheila Webber Sept 2003
No simplistic model for IL assessment
• Assessment of student learning
• Assessment in context of teaching, learning and course design
• Complex assessment as befits the definition of IL
Sheila Webber Sept 2003
Learning purposes
Design of Learning & Teaching
Evaluation/ redesign
Assessment of learning
Alignment T/L/A for
IL
Learning design
Developmental
Information rich
ConstructivistRelational
Credit bearing Complex
Proactive
Bill Johnston & Sheila Webber, 2002
Sheila Webber Sept 2003
Designing assessment in practice
• Common factors
• Modes of assessmentexpressed by
• Tasks, activities and products of assessment: individual and group
Sheila Webber Sept 2003
4 Common factors1. Assessment should address a blend of
purposes– Diagnosis– Formative feedback for improvement– Summative feedback for judgement– Course evaluation, quality audit
(but you may need to address different purposes through different exercises)
Sheila Webber Sept 2003
2. Assessment regime should display certain conditions e.g.– relevance, consistency, authenticity,
practicality
N.B it might be "practical" but meaningless!
Sheila Webber Sept 2003
4 aspects of authentic assessment1. "Assessments sample the actual knowledge, skills, and
dispositions desired of teachers [professionals] as they are used in teaching and learning contexts, rather than relying on more remote proxies.
2. "Assessments require the integration of multiple kinds of knowledge and skill as they are used in practice.
3. "Multiple sources of evidence are collected over time and in diverse contexts.
4. "Assessment evidence is evaluated by individuals with relevant expertise against criteria that matter for performance in the field."
Darling-Hammond & Snyder, cited by: Elton, M & Johnston, B (2002) Assessment in universities: a critical review of research. York: Learning and Teaching Support Network. http://www.ltsn.ac.uk/embedded_object.asp?id=17161&prompt=yes&filename=ASS013
Sheila Webber Sept 2003
3. Recording of assessment should take variety of forms e.g.– transcripts of test results, portfolios, learning
diaries
4. Assessment should address the learner’s concept of, & approach to, learning e.g.– Quantitative/qualitative; Surface/deep
Sheila Webber Sept 2003
“Be suspicious of the objectivity and accuracy of all measures of student ability and conscious that human judgment is the most important
element in every indicator of human achievement”
Ramsden, quoted in: Biggs, J. (1999, p159).
Sheila Webber Sept 2003
Modes of assessment
• Expert assessment
• Self assessment
• Peer assessment
Need to develop self-critical and reflective capacity in the student to be able to engage in self and peer
assessment through life
Sheila Webber Sept 2003
"Critical self-evaluation and self-assessment of performance is an essential quality of the lifelong learner. Unless students are encouraged to take at
least some responsibility for their own assessment they are unlikely to reach their full potential as creative, productive learners in the
workplace or community”Candy, P.C., Crebert, G. and O‘Leary, J. (1994, p154)
Sheila Webber Sept 2003
Example
• Module taken by students on BSc Information Management - 25 this year
• Level 1 semester 1
• 20 credits (i.e. a third of what they do in this semester)
• 3 hours most weeks: 1 hr lecture followed by 2 hours in computer lab
• WebCT to support class
Sheila Webber Sept 2003
SCONUL 7 pillars of information literacy
Recognise information need
Distinguish ways of addressing gap
Construct strategies for locating
Synthesise and create
Organise, apply and communicate
Compare and evaluate
Locate and access
Inform
ation L
iteracy
Basic Library Skills
&
IT Skills
http://www.sconul.ac.uk/
Sheila Webber Sept 2003
1. (10%) Review of a website, article or book
2. (50%) Reflection on achievement in each of SCONUL 7 pillars (1,500-1,750 words) plus portfolio of evidence including
– Before/after mindmaps *– Bibliography produced for student client *– Presentations– Feedback from student client– Anything else (e.g. other classes)
3. (40%) Examination
Sheila Webber Sept 2003
Reflection/ portfolio• Aims
– To reflect on your understanding of information literacy
– To improve your information searching skills by carrying out and evaluating a search for a real-life client
– To provide the client with relevant information – To familiarise yourself with specific information
sources • Standard coursework feedback sheet +
individual comments
Sheila Webber Sept 2003
• What they don't get marks for includes– Feedback on ppt presentation on infolit strengths/
weaknesses in week 2 (from teaching staff & peers)– Feedback on ppt presentation of group search task in
week 6 (from teaching staff)– Feedback from peer and lecturer on reference
interview in week 5/6– Feedback on "bibliography" from student client in
week 10
• It can be used as evidence in their portfolio
Sheila Webber Sept 2003
Group exercise searching & evaluating information on MMR vaccine
Further material on evaluating, including "Internet Detective"
Exercises identifying & evaluating websites in pairs
ppts of evaluations posted to discussion list, some presented
Short talk about evaluating information
1
2Short review of a website, article or book on information literacy (marked)
3
etc. etc.
Examining how other people evaluate or review
4
Sheila Webber Sept 2003
Tutorial: Interview a fellow student "client" to find out what information the client wants
Further reading on interviewing given
I and a colleague play 2 scenes in which a librarian and information scientist do poor interviews
Students asked for feedback on what went well/badly
Short lecture on interviewing techniques
After each interview, interviewer, interviewee & tutor write down comments, then give verbal feedbackWritten comments copied to interviewer
1
2
Student reflects on interview in portfolio (marked)
3
Sheila Webber Sept 2003
Over to you! (1)
• 10 minutes to think individually about an assessment or assessment task you currently use, or would like to use. Fill out as much of the form as is helpful
Sheila Webber Sept 2003
Over to you! (2)
• 20 minutes in groups. Choose a theme for your group presentation e.g.: – Ideas for using peer, self and expert assessment– Bringing more variety into assessment - your
ideas for particular assessments you have used or would like to use
– Collaborating (with teachers, students, administrators, IT experts…) for changes in assessment
Sheila Webber Sept 2003
Contacts
• Sheila Webber [email protected]
• http://ciquest.shef.ac.uk/infolit/ - weblog
• http://dis.shef.ac.uk/literacy/