Faculty & Staff Publications
Publication Date
2009
Disciplines
Educational Assessment, Evaluation, and Research | Library and Information Science
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.
Document Type
Published Version
Original Citation
Carol McCulley
Mixing and Matching: Assessing Information Literacy.
Communications in Information Literacy, 2009, volume 3, issue 2, pages 171-180
Link to article on journal's website
DigitalCommons@Linfield Citation
McCulley, Carol, "Mixing and Matching: Assessing Information Literacy" (2009). Faculty & Staff Publications. Published Version. Submission 2.
https://digitalcommons.linfield.edu/librariesfac_pubs/2
Included in
Educational Assessment, Evaluation, and Research Commons, Library and Information Science Commons
Comments
This article is the publisher-created version, also considered to be the final version or the version of record. It includes value-added elements provided by the publisher, such as copy editing, layout changes, and branding consistent with the rest of the publication.