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.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 233-253
Launched on MUSE
2008-07-18
Open Access
No
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