Using portfolio assessment in a module in research information skills

Fourie, Ina; Niekerk, Daleen van

doi:10.3233/efi-1999-17404

Cited by 18 publications

(20 citation statements)

References 11 publications

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“…Portfolio assessment of IL skills is increasingly popular (McGuinness and Brien 2007;Andretta 2005;Fourie and van Niekerk 1999). Portfolios can provide a multilayered view of student performance, experience and reflections (Hunt et al 2000) and can afford instructors evidence of student growth as well as other information that can be used for both formative and summative http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/LLC-V6-I2-2012-1 assessments (Sharma 2007).…”

Section: Portfolios For Authentic Assessment Of Ilmentioning

confidence: 99%

“…Portfolios can provide a multilayered view of student performance, experience and reflections (Hunt et al 2000) and can afford instructors evidence of student growth as well as other information that can be used for both formative and summative http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/LLC-V6-I2-2012-1 assessments (Sharma 2007). Walsh (2009) notes that while there is considerable discussion of the benefits and drawbacks of portfolio assessment within the literature (Sharma 2007;Sonley et al 2007;Fourie and van Niekerk 1999), discussion often focuses on assessment of specific aspects or modules of IL, not on how reliable or valid portfolio assessment is for assessing what it means to be information literate. Walsh points to the work of Scharf et al (2007) as an example in the literature of portfolio assessment that attempts to produce a reliable and valid tool to assess IL.…”

Section: Portfolios For Authentic Assessment Of Ilmentioning

confidence: 99%

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Meeting information literacy outcomes:

Hoffmann

LaBonte

2012

JIL

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This paper outlines the attempt by librarians at California State University Channel Islands (CI) to authentically assess the information literacy levels of first-year and third-year students, their partnership with faculty from CI’s writing and rhetoric programme in receiving a grant for this endeavour, the creation of a rubric and specialised assignment to facilitate the assessment process and the initial assessment data that came from the three-year grant period. Information gathered during our pilot study suggests that student information literacy proficiency levels can been determined by assessing student writing assignments, and that a targeted rubric is an effective authentic assessment measure in this endeavour. This study is of use to practising librarians as it highlights the efforts of the authors to partner with faculty, not only in assessing student papers, but also in creating a rubric and specialised bibliography assignment that can be used by librarians and faculty at their institutions. This article is based on a paper presented at LILAC 2011.

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Section: Portfolios For Authentic Assessment Of Ilmentioning

confidence: 99%

Section: Portfolios For Authentic Assessment Of Ilmentioning

confidence: 99%

Meeting information literacy outcomes:

Hoffmann

LaBonte

2012

JIL

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“…Buchanan et al (2002); Niekerk (1999 andSharma (2007);Machet (2005); Sonley et al (2007); and Muiherrin et al (2004) all described the development of information literacy modules at higher education institutions and the testing of the outcomes of that module using portfolios. There is considerable discussion of the benefits and drawbacks of portfolio assessment within the articles found, but as the majority of articles looked at assessing a taught module, there was little discussion as to how well they assessed information literacy per se and how reliable or valid the tools were in that respect.…”

Section: Portfoliomentioning

confidence: 99%

Information literacy assessment

Walsh

2009

Journal of Librarianship and Information Science

124

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There has been interest in and concern over the lack of rigorously designed assessment of information literacy in Higher Education in recent years. Johnston and Webber (2003, p. 342) discuss the gap between "the implied information literacy curriculum and actual practices of teaching, learning and assessment". Scharf et al (2007, p. 462) There is a large body of literature that describes case studies and examples of information literacy assessment, particularly in the United States -many of which were triggered by the ACRL information literacy competency standards (2000). The sheer quantity of examples in the literature however, can make it hard for librarians looking to use or develop an assessment tool to find examples of best practice amongst the literature, especially those that address some of the concerns expressed above. Books such as those by Neely (2006) and Avery (2003) give examples of assessment methods used as well as brief overviews, but do not give a real sense of the breadth of assessment methods being used, nor ideas as to which methods have been

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“…However, the method seems well suited to information literacy since the method emphasises the need "for personal growth and critical reflection, which are also essential for information skills" (Fourie, 1999).…”

Section: Resultsmentioning

confidence: 99%

Information literacy assessment by portfolio: a case study

Sonley

Turner²,

Myer³

et al. 2007

Reference Services Review

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Structured AbstractPurpose -The purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module.The revised assessment method took the form of a portfolio. Methodology/approach -During 2004, all 6 credit modules at the University ofTeesside had to be reviewed and restructured into 10 credit modules. FollowingBiggs" principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of 2 the assessment method was undertaken after the module had run.Findings -The paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort.Research limitations/implications -The assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim.Practical implications -The tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of students Originality/value -There is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy. KeywordsPortfolio; information literacy; assessment Classification Case study IntroductionWhat is the most effective way of assessing students" information literacy?Librarians devote a considerable amount of time to teaching students how to search and evaluate sources of information, but how can we know that they"ve grasped these skills? Assessment by portfolio of evidence is increasingly being used in higher 3 education (Akar, 2001). Would this method bring benefits for information literacy assessment? This article reports on a case study undertaken on an information literacy module by four colleagues from the Library and Information Services department at the University of Teesside in the United Kingdom.The literature on information literacy tends to concentrate on ""discrete" activities which are not part of a credit-bearing curriculum" (Johnston and Webber, 2003) so there is little collective knowledge available about effective assessment methods for information literacy. Therefore, this case study also drew upon the literature from education and set out to put theory into practice. Assessment in higher educationThe research literature of higher education broadly agrees that assessment, the process of measuring and judging student learning, is pivotal to the learning process Consequently, changes to assessment methods can radically alter what and how students learn, and, if well planned, can encourage a deep approach to learning. A firm understanding of assessment issues, and current "evolutionary shifts in assessment approaches" (Van Deventer quoted in Fourie, 2001) is therefore ess...

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Using portfolio assessment in a module in research information skills

Cited by 18 publications

References 11 publications

Meeting information literacy outcomes:

Meeting information literacy outcomes:

Information literacy assessment

Information literacy assessment by portfolio: a case study

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