Information Literacy Assessment

Information literacy at Champlain is assessed using rubric-based assessments in an ePortfolio system. For each course in the Core curriculum, a team of faculty creates the common assignment and rubric that will be used by faculty to assess student work in an ePortfolio system. The library collaborates with faculty in developing these rubrics and then identifies criteria from the rubrics that not only reflect course goals but also match outcomes in our information literacy competency. Rubric development and mapping are both done in consultation with the senior associate provost. Results for these specific criteria are extracted from the portfolio data and analyzed as evidence of student information literacy outcomes.

This process allows us to measure student achievement in information literacy, identify areas that need improvement, revise instructional approaches, and recheck student achievement for learning gains. Because we gather data from students each semester and from every Core course we are able to look for progress in several ways. We can track a cohort of students over their time at Champlain and look for improvement in the cohort's overall achievement. We can also look at individual students' progress throughout the curriculum, an approach we've just begun to explore. Further, we can review course-level data in different years to determine if changes in instructional approach are associated with changes in student achievement.

We also assess the library's progress in both teaching and the formal assessment of our outcomes by maintaining an assessment matrix.

Updated 1/21/11