Assessment, Student learning, Rubrics
This paper describes a project undertaken at Grand Valley State University in which a co-creative model was used to develop a rubric for assessing student learning in library instruction. It outlines the design process as well as the training and support provided throughout implementation. It concludes with the authors’ reflections on the successes and challenges of the process and provides recommendations for future projects.
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Hobscheid, M., & Kerbavaz, K. (2022). Flexibility Is Key: Co-creating a Rubric for Programmatic Instructional Assessment. Communications in Information Literacy, 16 (1), 24–37. https://doi.org/10.15760/comminfolit.2022.16.1.3