Formative:
(developing, along the way)
Useful for one-shot sessions -
1 minute essay
polls
open-ended questions
Likert scales
Can also be documented observations.
Summative:
(at the end)
Useful for end-of-term projects, and for summary results for programs, departments, universities -
Classroom Assessment Techniques for Librarians by - RAILS (Rubric Assessment of Information Literacy Skills): Collection of Rubrics
- Brock in-house rubric for Undergraduate Library Research Award:
Submissions will be judged on a 15-point scale. Up to five points can be awarded for each of the three categories below:
|
Sources Consulted
(1-5 points)
|
Description of Searching Process
(1-5 points) |
Evidence of Learning
(1-5 points) |
|
Were sources popular or scholarly? Were a sufficient number of sources consulted?
|
Was a search topic clearly articulated? |
Did the student articulate what was learned during the process? |
|
Were sources current? Were both print and electronic sources consulted?
|
Were keywords identified? Was a search statement constructed? |
Did the student describe changes in searching behavior when confronted with inadequate results? |
|
Were sources appropriate for the assignment? Were sources credible and authoritative?
|
What finding tools were used and how were they chosen? |
Did the student learn anything new about the library that was not known before? |
|
What library services were used – asking for reference assistance, interlibrary loan, attendance at any library workshops?
|
Did the student modify the search statement along the way, and how it was modified? |
Did the student express increasing confidence in their research abilities during the course of this process? |
|
Were sources cited appropriately and consistently within the parameters of a particular style? (MLA, APA) |
How did the student determine which were the best sources? |
Did the student express how describing this process might help them in future coursework? |