Is the Loop Really Closed?: The Assessment and Reassessment of Communications 101 Learning Outcomes

Conclusion: The students received good grades from Phase I library instruction, however did they really learn what we targeted? We could not really say for sure. This case study reveals that an appropriate method and instruments are imperative for retrieving valid data. This case also displays the importance of collaboration and teamwork. Communication was always open between all members of the team as well as with the library instruction department. We were able to forge a great relationship with the Communication Studies Director– the libraries’ liaison and the Communication Studies Director authored a textbook chapter together about the library for all COM 101 classes. Last but not least, collaboration in an open communicative environment took the fear out of assessment: everyone understood we were assessing the PROCESS not the person, for the success of our students; the focus was learning outcomes and supporting our students for academic success and lifelong learning

Why would they try? Motivation and motivating in low-stakes information skills testing

In 2008 the University of Nevada Las Vegas (UNLV) University Libraries piloted the Educational Testing Service’s standardised test of information, communication, and technology (ICT) skills (iSkills) in spring and autumn 2008. In the course of administering the test we explored motivational strategies, a critical component in low-stakes, low-personal-consequences testing. Motivational strategies included providing feedback on test performance, highlighting the value of the test for the individual student, and appealing to the student’s willingness to improve the overall performance of the institution. We addressed ways to motivate students in order to enhance their level of participation in and performance on the test. As the use of standardised testing to benchmark student information skills is increasing within the information literacy community, it is vital to address these motivational aspects to ensure the generation of reliable data. This article describes the strategies and language the University Libraries used to convey value and stimulate interest; it also provides feedback from test-takers on why they tried to do their best on the test