Information Literacy - Christopher Newport University

Assessment

Information Literacy

We define Information Literacy as the ability of students to be critical consumers of information/research.

What we expect our students to learn

Students will demonstrate the ability to evaluate information.

Sample: Who are we looking at?
  • 20% of the final student capstone projects, randomly selected each Spring; and 20% of the final student papers, randomly selected each Fall
Measure: How are we rating their performance?
  • Rubric evaluated Capstone and English 223 assignments
Target: What score did we expect?
  • 84% of Capstone projects will score 3 or greater on the Information Literacy rubric;
  • 92% of English 223 papers will score 3 or greater on the Information Literacy rubric
Finding: What score did our students earn?
Student Learning Outcome #1 Findings
Measure Findings Target
Capstone 90.4% of students scored 3 (or greater) Target Met
ENG 223 80.0% of students scored 3 (or greater) Target Not Met

Action plans: Though one target was not met, the scores for SLO 1 over the five-year period show consistent improvement. We will continue to address the importance of evaluating information.

Students will demonstrate the ability to synthesize information.

Sample: Who are we looking at?
  • 20% of the final student capstone projects, randomly selected each Spring; and 20% of the final student papers, randomly selected each Fall
Measure: How are we rating their performance?
  • Rubric evaluated Capstone and English 223 assignments
Target: What score did we expect?
  • 84% of Capstone projects will score 3 or greater on the Information Literacy rubric;
  • 92% of English 223 papers will score 3 or greater on the Information Literacy rubric
Finding: What score did our students earn?
Student Learning Outcome #1 Findings
Measure Findings Target
Capstone 90.4% of students scored 3 (or greater) Target Met
ENG 223 73.0% of students scored 3 (or greater) Target Not Met

Action plans: Though one target was not met, the scores for SLO 2 over the five-year period show consistent improvement. We will continue to address the importance of synthesizing information.

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