CARL Conference, Community College Program on Information Competency October 10-12, 1999 Asilomar, Bonnie Gratch-Lindauer City College of San Francisco, (updated 8/2001)

Assessment Methods by Learning Domains With Examples

1. Affective: Learner Attitudes/Perceptions - surveys, focus groups, self- assessment, checklist/rating scales.

Univ. of Washington Information Literacy Assessment Group
CSU-San Marcos
Hutchins Library Inventory (Berea College) -
Virginia Commonwealth University Web-based form -
CSU-Monterey Bay -
CSU-Sacramento -

2. Behavioral: Performance-Based Skill Development
a. Performance or Use - Web tutorials with quizzes, search logs/journals, observations, simulations

CSU-Monterey Bay -
CSU Information Competence Questionnaire (scenarios)-
CSU-Calpoly - Web-tutorial self-eval.
University of Texas TILT tutorial -
Santa Ana College Web-tutorial exercises. -
UC-Santa Cruz - Web-tutorial self-eval.

b. Products - assignments, research paper and projects, portfolio assessment

CSU-Monterey Bay -
Univ. of Washington Info. Literacy Assessment Group-
Minneapolis Community & Technical College Competency Exam-
CSU-Dominguez Hills -

3. Cognitive: Knowledge Acquisition- tests and quizzes (written, Web-based; pre and post-tests); capstone or other course grades

UCLA Library-
CSU-Pomona -"Info. Competency Web-based Assessment" for testing entry-level info. and
computer literacy skills -

Cabrillo College Information Literacy Assessment-
CSU Dominguez-Hills Information Competency Assessment-
Emerson College Information Skills Survey-
TekXam- Info. literacy and technology online exam -

1992 AAHE 'Principles of AAHE's "Good Practice for Assessing Student Learning." '

1. Assessment of learning begins with educational values
2. Assessment is more effective when it reflects understanding of learning as multidimensional, integrated and revealed in performance over time.
3. Assessment works best when programs it seeks to improve have clear, explicitly stated purposes.
4. Assessment requires attention to outcomes but also to the experiences that lead to those outcomes.
5. Assessment works best when it is ongoing, not episodic.
6. Assessment fosters wider improvement when all educational stakeholders are involved
7. Assessment makes a difference when it begins with issues of use and illuminates questions that people care about
8. Assessment is most likely to lead to improvement when it's part of larger set of conditions that promote change.
9.Through assessment, educators meet responsibilites to students and the public.