Learning outcomes, portfolios, and rubrics, oh my! authentic assessment of an information literacy program

Rachel Sandoval

CA

CO

Reference

Diller, K.R., & Phelps, S.F. (2008), Learning outcomes, portfolios, and rubrics, oh my!

               authentic assessment of an information literacy program. Libraries and the 
       
               Academy, 8(1), 75–89. Retrieved from

               http://www.ied.edu.hk/obl/files/e-portfolio2.pdf

Summary

This article cover the creation and implementation of an assessment strategy at the University of Washington Vancouver. The paper focuses on the involvement of the library faculty in determining the information literacy aspects of the assessment. The chosen type of assessment was an ePortfolio designed by  faculty/staff committee and chaired by a librarian. Students added to pieces of evidence for each learning goal in the ePortfolio. Evidence could be course work, co-curricular activities, work experience, description of work, volunteerism of other life experiences. Students then wrote reflections pieces for each learning goal.

While, both librarians and faculty felt that more training and class instructional time to explain the new system was needed they felt that the new assessment had merits. Other issues such as question options and wording were changed after the pilot study in order to garner more accurate and relevant student interaction with the ePortfolios. Perhaps the most revealing for student was that they started to see how their general education courses and co-curricular activities overlapped to create a whole educational experience. 

Evaluation

Although mainly categorized as assessment strategies, this article also cover collaboration. This is a great article that shows how librarians can help impact curriculum development and assessment on a college campus. In addition, with so much emphasis on assessments by administrators, accrediting bodies, and legislators, it demonstrates that "old fashioned" survey style or grade based assessments are not the only route.