Characteristics
of Programs of Information Literacy That Illustrate Best
Practices
Category
10 Assessment/Evaluation
Assessment/evaluation
of information literacy includes program performance and
student outcomes and:
for program evaluation:
- establishes
the process of ongoing planning/improvement of the
program;
- measures
directly progress toward meeting the goals and
objectives of the program;
- integrates
with course and curriculum assessment as well as
institutional evaluations and regional/professional
accreditation initiatives;
- assumes
multiple methods and purposes for assessment/evaluation
--
formative and summative
--
short term and longitudinal;
for
student outcomes:
- acknowledges
differences in learning and teaching styles by using a
variety of appropriate outcome measures, such as
portfolio assessment, oral defense, quizzes, essays,
direct observation, anecdotal, peer and self review, and
experience;
- focuses
on student performance, knowledge acquisition, and
attitude appraisal;
- assesses
both process and product;
- includes
student, peer, and self evaluation;
for
all:
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