Dangers and opportunities: A conceptual map of information literacy assessment Approaches

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Abstract

The culture of assessment in higher education requires academic librarians to demonstrate the impact of information literacy instruction on student learning. As a result, many librarians seek to gain knowledge about the information literacy assessment approaches available to them. This article identifies three major assessment approaches: (1) fixed-choice tests, (2) performance assessments, and (3) rubrics. It maps the theoretical and educational assumptions on which these options are grounded and charts the dangers and opportunities of each assessment approach.

Original languageEnglish (US)
Pages (from-to)233-253
Number of pages21
JournalPortal
Volume8
Issue number3
StatePublished - Jul 2008

ASJC Scopus subject areas

  • Library and Information Sciences

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