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Increasing Our Reach While Preserving Quality: Creating and Using Information Literacy Assessments and Rubrics for Non-Librarians Rory Patterson, Coordinator,

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Presentation on theme: "Increasing Our Reach While Preserving Quality: Creating and Using Information Literacy Assessments and Rubrics for Non-Librarians Rory Patterson, Coordinator,"— Presentation transcript:

1 Increasing Our Reach While Preserving Quality: Creating and Using Information Literacy Assessments and Rubrics for Non-Librarians Rory Patterson, Coordinator, Undergraduate and Online Research Librarian, Integrated Learning Research Center Angela Rice, Learning Commons Coordinator, Integrated Learning Research Center Jeremy Roden, Instructional Designer, Center for Curriculum Development, Adjunct Professor

2 Who Are We? Rory Patterson: – Coordinator, Undergraduate and Online Research Librarian, Integrated Learning Resource Center Angela Rice: – Learning Commons Coordinator, Integrated Learning Resource Center Jeremy Roden: – Instructional Designer, Center for Curriculum Development, Adjunct Professor

3 What Will You Learn? Justifying and using rubrics Creating rubrics Norming rubrics Implementing rubrics

4 Justifying and Using Rubrics Assess teaching and learning – Programmatic assessment – Assess content mastered not class attended or content learned.

5 Justifying and Using Rubrics Allows library to increase its reach Can be used by non-librarians Standard assessment points for: – Librarians – Non-librarian faculty

6 Creating Rubrics Wording the Standards Instructions aligned with objectives Use familiar/similar language used in instructions Use positive language Delineate dimensions or characteristics

7 Creating Levels of Assessment Even number of levels Arrangement of degree of mastery varies Create descriptions of optimal and incompetent levels of mastery Create other two levels Use specific language including numbers Experiment and Gather Feedback and Adjust Creating Rubrics cont.

8 Audience Application: ACRL Information Literacy Competency – Standard 5, Performance Indicator 3 – Choice of four outcomes Write your measurable outcome Write four levels of outcomes – Excellent – Good – Acceptable – Poor

9 Norming Rubrics Tell the faculty what is expected Show faculty how to do it Have faculty do it Review faculties’ efforts Norm or spot check on set schedule, so stay consistent

10 Audience Application Take annotated bibliography Review with “How did you get each item?” Review one item Audience reviews others and their evaluations

11 Implementing Rubrics in Blackboard How to implement rubrics – Attached rubrics – Embedded rubrics Best practices – Do the points add correctly – Point range or percentages – Are the columns accurately reflecting the grading scale – Include a copy of the rubric for students to view

12 Implementing Rubrics in Blackboard Troubleshooting – Inability to see grades – Incorrect point totals – Incapable of linking to SafeAssign

13 Reviewing What we covered – Justifying use and norming rubrics – Understanding how to construct rubrics – Demonstrate how to norm rubrics Questions?

14 Thank you for attending! Contacts: – Rory: – Angela: – Jeremy:


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