Learning by Doing: Developing a Baseline Information Literacy Assessment

Abstract

This 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.