Subjects
information literacy; assessment methods; classroom instruction; improvement
Document Type
Research Article
Abstract
Authentic assessment of student learning outcomes is much in demand. This paper reviews a variety of assessment methods that measure cognitive, behavioral, and affective levels of learning that can be used to design library class instruction and assessments to improve student learning and teaching of information literacy concepts. The intentional use of these methods to assess undergraduate student learning in many disciplines through working collaboratively with faculty and integrating the assessments in a learner-centered environment is discussed.
DOI
10.15760/comminfolit.2010.3.2.79
Downloads prior to this publication
1890
Persistent Identifier
http://archives.pdx.edu/ds/psu/22512
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
McCulley, C. (2010). Mixing and Matching: Assessing Information Literacy. Communications in Information Literacy, 3 (2), 171-180. https://doi.org/10.15760/comminfolit.2010.3.2.79