Library:Types of Assessment

Assessing Information Literacy Instruction Objectives for Library Workshops

Prior to discussions of building an assessment program into a workshop, an analysis of the workshops objectives is required. As stated by Sonntag and Meulemans (2003), when discussing the development of an assessment program, "Identifying learning outcomes is a first step toward creating concrete objectives...Objectives are measurable, specific, definable, and observable behaviours, and indicate the expected level of attainment" (p.17). To understand if instruction is attainable, you must understand the objectives of the workshop you intend to teach and how they are delivered through instruction and activities.

Information literacy objectives mapping, whereby you map your workshop objectives to the ACRL information literacy standards and performance indicators, provides clarity around your workshops goals and objectives, expected behaviour when identifying if the objectives/goals have been met, and time management. Additionally, mapping the ACRL objectives provides insight into the difference in content and delivery for users at a basic level of information literacy skill (e.g. first-year students) to those who have advanced capabilities (e.g. graduate students or faculty). The performance indicator for a beginner library researcher should be different from that of the advanced researcher.

To begin analysis of your objectives mapping, you need to know the following about your workshop:

1. How long is the workshop session?
2. Who is attending the session?
3. What do I want the participants to know about research? What does the faculty member/students/etc. want to know about research?
4. If I was only able to impart three things to the workshop participants, what would those three things be?
5. Do I have a handout or web guide for this session?

Additionally, you will need:

1. A clearly developed workshop that includes a defined script of instructions and activities.
2. A copy of the ACRL Information Literacy Competency Standards for Higher Education.
3. A clearly defined purpose for assessing your the objectives of your workshop (i.e. to ensure coverage of core content, to outline the number of objectives covered in a program, etc.)
4. A copy of this table to outline the standards, objectives, and performance indicators as they related to the content of your instruction and learning activities File:ACRL Objectives Mapping Worksheet.docx

ACRL Objectives Mapping Worksheet

The File:ACRL Objectives Mapping Worksheet.docx has three columns:

1. ACRL IL standards, performance indicators, and objectives
2. Instruction
3. Learning Activity

The ACRL IL standards, performance indicators, and objectives column and rows cites the standard, performance indicator, and objective associated to the instruction and learning activity. There will be several standards, objectives, and performance indicators addressed in one lesson.

The Instruction column outlines the concept you are attempting to deliver to the participants of the workshop.

The Learning Activity column outlines the work or "action" you expect the participants to take in the workshop to practice the concept they have learned.

The following is an example of a workshop mapping:

Analysis of the ACRL Objectives Mapping

Once you have mapped your workshop to the ACRL objectives, ask yourself the following questions:

1. How many standards, performance indicators, and objectives am I attempting to address in this session?
2. Are the number of standards, performance indicators, and objectives feasible in the time I have for my instruction?
3. Is there information overload for the audience level I am instructing?
4. Is the performance indicator suitable for the expertise level of the participants?
5. Are all concepts I am teaching supported by a learning activity?
6. Could content be better delivered in an alternate format?

For an example of a complete workshop mapping and analysis, go to: First-Year Integrated Program Instruction Objectives - ASTU 150 Analysis