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dc.contributor.authorKiel, Stephen "Mike"
dc.contributor.authorBurclaff, Natalie
dc.contributor.authorJohnson, Catherine
dc.date.accessioned2015-09-03T16:35:27Z
dc.date.available2015-09-03T16:35:27Z
dc.date.issued2015-10
dc.descriptionPreprint of articleen_US
dc.description.abstractThis paper details the design and implementation of an initial baseline assessment of information literacy skills at the University of Baltimore. To provide practical advice and experience for a novice audience, the authors discuss how they approached the design and implementation of the study through the use of a rubric-based authentic assessment, employing a pretest and posttest delivered through a course management system. They also present lessons learned through the process of assessment focused on norming, test design and delivery, and the importance of institutional support and flexibility.en_US
dc.genreen_US
dc.identifierdoi:10.13016/M21936
dc.identifier.citationKiel, S., Burclaff, N. Johnson, C. (2015). Learning by doing: Developing a baseline information literacy assessment. portal: Libraries and the Academy 15(4)en_US
dc.identifier.urihttp://hdl.handle.net/11603/177
dc.language.isoen_USen_US
dc.publisherJohns Hopkins Pressen_US
dc.relation.isAvailableAtUniversity of Baltimore
dc.subjectInformation Literacyen_US
dc.subjectAssessmenten_US
dc.subjectRubricsen_US
dc.subjectBaseline Studyen_US
dc.titleLearning by Doing: Developing a Baseline Information Literacy Assessmenten_US
dc.typeTexten_US


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