Information literacy assessment by portfolio: a case study

Hdl Handle:
http://hdl.handle.net/10149/41456
Title:
Information literacy assessment by portfolio: a case study
Authors:
Sonley, V. (Valerie); Turner, D. (Denise); Myer, S. (Sue); Cotton, Y. (Yvonne)
Affiliation:
University of Teesside
Citation:
Sonley, V. et al. (2007) 'Information literacy assessment by portfolio: a case study', Reference Services Review, 35 (1), pp.41-70.
Publisher:
Emerald
Journal:
Reference Services Review
Issue Date:
2007
URI:
http://hdl.handle.net/10149/41456
DOI:
10.1108/00907320710729355
Abstract:
The purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio. Methodology/approach – During 2004, all 6 credit modules at the University of Teesside had to be reviewed and restructured into 10 credit modules. Following Biggs’ principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run. The paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort. Research limitations/implications – The assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim. Practical implications – The tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of students Originality/value –There is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.
Type:
Article
Keywords:
portfolio; information literacy; assessment
ISSN:
0090-7324
Rights:
Author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 17/12/09]
Citation Count:
2 [Scopus, 17/12/2009]

Full metadata record

DC FieldValue Language
dc.contributor.authorSonley, V. (Valerie)en
dc.contributor.authorTurner, D. (Denise)en
dc.contributor.authorMyer, S. (Sue)en
dc.contributor.authorCotton, Y. (Yvonne)en
dc.date.accessioned2008-11-26T11:51:41Zen
dc.date.available2008-11-26T11:51:41Zen
dc.date.issued2007en
dc.identifier.issn0090-7324en
dc.identifier.doi10.1108/00907320710729355en
dc.identifier.urihttp://hdl.handle.net/10149/41456en
dc.description.abstractThe purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio. Methodology/approach – During 2004, all 6 credit modules at the University of Teesside had to be reviewed and restructured into 10 credit modules. Following Biggs’ principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run. The paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort. Research limitations/implications – The assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim. Practical implications – The tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of students Originality/value –There is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.en
dc.publisherEmeralden
dc.rightsAuthor can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 17/12/09]en
dc.subjectportfolioen
dc.subjectinformation literacyen
dc.subjectassessmenten
dc.titleInformation literacy assessment by portfolio: a case studyen
dc.typeArticleen
dc.contributor.departmentUniversity of Teessideen
dc.identifier.journalReference Services Reviewen
ref.citationcount2 [Scopus, 17/12/2009]en
or.citation.harvardSonley, V. et al. (2007) 'Information literacy assessment by portfolio: a case study', Reference Services Review, 35 (1), pp.41-70.en
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