Formative Assessment: Transforming Information Literacy Instruction

Jack, Gordon

CA, Assessment Strategies

Dunaway, M. , & Orblych, M. (2011). Formative assessment: Transforming information literacy instruction. Reference Services Review, 39(1), 24-41.

doi: 10.1108/00907321111108097#sthash.5Oydu0Yb.dpuf

This article discusses the value of formative assessments in information literacy instruction.  The authors describe a case study among graduate students at the University of Michigan business school in which a librarian collaborated with a faculty member on a series of research lessons.  By utilizing both pre and formative assessments, the instructors were better able to gauge the varying levels of library skills and tailor their curriculum and instruction so that it met the students’ diverse needs.  In addition to describing their research study, Dunaway and Orblych also summarize the literature on formative assessment that shows how it can be an effective teaching tool and include examples of the questionnaires they gave to students. 

Evaluation

While the case study described here is about graduate students, the conclusions are relevant to those in high school and college.  If anything, the variance of research skills is greater with younger students.  The article reinforces the need to design quality instruction and assessment when teaching research skills.  Too often, the teacher-librarian is invited into a class to provide a single lesson on library skills.  This results in a lecture with little student engagement or retention of the material.  Designing the lessons with pre and formative assessments allows the instructors to tailor their curriculum and instruction based on student needs.  Without these assessments, it’s impossible to differentiate the curriculum.  More importantly, “assessment encourages students to examine their learning processes and consider ways that they might learn more effectively in the future” (p. 26).