ࡱ>  nbjbj 8f LL""""""""8"#"HC$:}$}$}$}$l%% %GGGGGGG$JLPG"%l%l%%%G""}$}$G'''%"}$"}$G'%G''n@C}$I"l&NB lGG0H"B M'" M@CCN M"EP%%'%%%%%GG'%%%H%%%% M%%%%%%%%%L U!: Assessment of Student Learning Outcomes: Report From the General Education Assessment Subcommittee General Education Category: Information Management Report written by Kerrie Fergen Wilkes, Chair, Information Management sub-committee Semester when Assessment Administered Fall 2010 Date of Report: February 1, 2012 Subcommittee Members: (Chair) Kerrie Fergen Wilkes Reed Library, Coordinator of Research Services Marianne Eimer Reed Library (retired Spring 2011) LeAnn (Beez) Schell Chair, Sport Management Dept. and Director of Professional Development Center (Resigned from Fredonia in Summer 2011) Lisa Melohusky Instructional Design Specialist and Co-Coordinator of the Professional Development Center John Olsavsky Assistant Professor, School of Business, Dept. of Business Administration Overview of Process The charge of this committee was to assess the Information Management Competency for the SUNY Gen Ed assessment. This is the third time that this competency has been assessed at SUNY Fredonia. The original timeline for the assessment of Information Management called for completion of the assessment in the Fall 2009/Spring 2010; however, dispensation for the committee was granted by the General Education committee and by Dr. Melinda Karnes, because of the competing interest of the Middle States decennial campus visit in Spring 2010. It was agreed that assessment would begin in fall 2011 and be completed by the end of the semester. This timeline was met. In past assessments we used a homegrown assessment tool compiled by past committees. The same tool, with modifications due to changes in the technology used for specific skills assessed (i.e. database interfaces etc.) was used in both assessments (2002 and 2005). In analyzing these past assessment processes several problems were uncovered. This assessment needed to be taken in front of a computer, with live access to databases, the library catalog, etc. Problems ranging from logistics of getting students into labs to take the assessment to internet sites crashing, caused us to re-think the process. Since the inception of the SUNY Gen. Ed Assessment of Information Management in 2002, many standardized assessment tools have been created. The Info. Management assessment committee analyzed several commercial products and decided to use the assessment tool created by Kent State, called Project SAILS (www.projectsails.org). Many other SUNY Campuses have used Project SAILS for their Info. Management Assessments. While our old tool and this new tool are different, both are based on the Association of College and Research Librarys Information Literacy Standards (the standard in the field of Information literacy/management), which coincide with the Learning Outcomes for Information Management. (Please see section F, page 225 of the accompanying Project SAILS report for the actual ACRL Information Literacy Competency Standards). There were many advantages to using the Project SAILS test including: online set-up with excellent customer support from Project SAILS, online test-taking, simple instructions both for the faculty proctor and the students participating, the ability to offer confidentiality to students, an integrated way to offer incentives, and scoring that was done at Project SAILS. Additionally, this test is normed, unlike our previous assessments, making the results more meaningful and valid. A very detailed final report from SAILS was sent to the campus upon completion of the exam. At the time of our assessment, Project SAILS only had what is now referred to as the Cohort test. While there is more discussion on this in the Methodology section of this report, it is important to keep in mind what type of data Fredonia did and did not receive. We DID NOT receive individual scores of how students did on the tests (meaning, we do not have data on how many of the questions students got right or wrong), instead, we received the following, as described on the Project SAILS website: Participating institutions will receive: Institutional data and reports that show information literacy knowledge at the cohort level by skill set, major, and class standing Reports that allow you to compare your library's performance with that of peer institutions HYPERLINK "https://www.projectsails.org/CohortTest"https://www.projectsails.org/CohortTest In past assessment cycles for Information Management, we were able to simply use the test scores to report our findings to SUNY. With all of the ease of the set-up and administering of the test, getting the results to work within the needed reporting structure was difficult and not without problems. In short, it required an additional rubric. Fortunately, a colleague from Sullivan Community College created a formula that allowed us to convert the numbers from SAILS Cohort model to match the reporting structure from SUNY. The rubric from Sullivan Community College is also attached. Assessment Task - Learning Outcomes To Meet (Taken from the General Education website at SUNY Fredonia) INFORMATION MANAGEMENT Students will: perform the basic operations of personal computer use; understand and use basic research techniques; and locate, evaluate and synthesize information from a variety of sources. Methodology: Sample Selection: Sample Numbers: This is always the most difficult aspect of assessing information literacy across the curriculum, as there is not a group of courses designated for this competency as there is with the core 10 general education categories. Instead, this competency is supposed to be infused throughout the curriculum. As in the past, coming up with the SUNY recommended 20% is difficult, because there is no category to get 20% of. Instead, in consultation with Dr. Karnes, the committee decided to assess at least 200 students. This is the minimum number required for a valid sample for Project SAILS. Additionally, it is the number that was assessed in the 2005 Information Management assessment. For actual numbers please see the section of the document labeled valid participants. Sample recruitment: Recruitment for sample participants was done on a volunteer basis through teaching faculty. Some faculty gave extra-credit to students for taking the assessment, some added the assessment onto library instruction sessions, and others gave students class time to complete the assessment in a computer lab. Still others encouraged their students to take it, for the good of the cause. All students who took the assessment were entered into a drawing for two $100 Fredonia gift cards that can be used across campus. Some departments offered an upper and lower division course, so that they could compare information literacy skills across their own areas, for internal assessment purposes. This was the case with the departments of English, History, Psychology and Math. Other departments offered a course that was most easy to assess. This was the case with Education, Sport Management and Computer Science. Courses included in the assessment were as follows: Math 100, Math 210, English 100 (3 sections), English 207, EDU 225 (2 sections) , PSYCH 129, PSYCH 429, SPMG 428 and CSIT 100. Additionally, the History Department had a mandatory meeting for Social Studies Ed. Majors where students were asked to take part in the assessment. For this reason students from a variety of class standings (freshmen, sophomore, junior, senior) were assessed. The Assessment Tool: Project SAILS is a multiple choice test that asks a variety of questions to assess student knowledge of tasks associated with the aforementioned ( a copy of the assessment tool is available in Appendix D of the SUNY Fredonia Project SAILS final report, which is attached to this document). The assessment tool is accessible online through the Project SAILS website. It costs $3.00 per valid test. A valid test is taken by a student who self-identifies that they are over 18, and have completed at least 2/3 of the test. The funding for this assessment tool came from the Associate V.P for Academic Affairs office. The assessment tool is available at the Project SAILS website. Students simply needed the url to the test, and a username and password that is generated once you establish an account with Project SAILS. The username and password are not coupled with the name of the participant, so there is assured anonymity. For additional information, please see the section within this document labeled AdministrationSet-up. The Assessment tool is 45 questions long. Test questions are randomly generated from a pool of questions, making sure that no two tests are the same, but contain elements ensuring that each student is tested on similar outcomes. As aforementioned, the Project SAILS test is based on the ACRL Information Literacy Standards. It specifically addresses ACRL standards 1, 2, 3, and 5. Standard 4 is not part of the assessment. Administration of the assessment tool: The administration of the assessment tool is twofold. There is the initial set-up/sign-up process and then the actual administration for the students. Both are very straightforward processes. Set-up: The chair of this committee, Kerrie Wilkes, was designated the site administrator for the test. In addition to simply creating an account, the site administrator is responsible for corresponding with SAILS, following the semester timelines established by SAILS, and customizing the test to the institution. The SAILS administrator site is easy to understand and the customer support was very helpful. Customization is limited to demographic questions (major, class standing etc.) and two bonus profile questions that the institution thinks would be helpful in gathering data on. We added the following two profile questions: How many CCC (General Education classes) will you have completed by the end of this Fall 2010 semester. Have you ever attended a library instruction class at SUNY Fredonia? (This does not include the tour given during Freshman Orientation). The committee felt it was important to see where in their Gen. Ed. Requirements students were at the time the assessment had take place. In theory, students are supposed to obtain skills from General Education courses during their first 2 years of the semester. Similarly, the Library Instruction Dept. wanted to know, in general, how many students had course integrated library instruction where Information Management skills are formally addressed. Results for both questions are available on page 4 of SUNY Fredonias SAILS report. Administrators of the exam also have the ability to notify SAILS of wanting to offer an incentive to those participating in the assessment. We decided to offer students the chance at winning one of two $100 FredCards. While student names are not connected to the randomly assigned usernames and passwords, SAILS will send a list of 10 randomly selected usernames that completed the assessment. If students wanted to be included in the drawing, then they offered their names and assigned passwords along with their email addresses to their professors. Once we completed the assessment, we were able to contact two students, without compromising the link between their test score and their username. Administering the test to the students. One of the greatest selling points of Project SAILS was that the administration of the tool was much easier and eliminated many of the problems we encountered with past Information Management Assessments. As discussed on the Project SAILS web site: HYPERLINK "(https:/www.projectsails.org/CohortTest):"(https:/www.projectsails.org/CohortTest): Students are directed to the SAILS web site to take the web-based test. Each student may take the test once per administration. Responses are sent to a central database where data are analyzed and reports are generated and made available for download as a PDF file. Administering and taking the SAILS test requires very little technical expertise. Schools register, customize the test-delivery system, and make payment online. The test is 45 questions long, and most students complete the test within 35 minutes. Once faculty volunteered their students to participate, members of the Information management committee gave them a class set of usernames and passwords. Some faculty asked for these on paper, others wanted a spreadsheet with the usernames. It was up to the faculty member. Some faculty brought their students to a lab during class time where all students could take the assessment at the same time, while others gave students the passwords and asked them to take the assessment on their own. Some faculty offered extra credit, while others just encouraged participation. While this made the assessment administration easy, it did not allow for us to have an accurate count of how many people actually attempted participating in the assessment. We only know how many completed at least 2/3 of the test. This proved to be a problem later, when we had to report results for Learning Outcome 1, Basic Operation of a computer (See section E under Methodology). Valid Participants: Section two (pages 3-4)of the accompanying Project Sails report gives a detailed analysis of what students took part in the assessment, including class rank and major. In short, Fredonia had 283 students participate in the assessment. Unfortunately, the way in which the test was administered, and given that SAILS does not give the number of students that began the test and didnt finish, we do not have an accurate way to measure how many students were given passwords, but either did not participate or did not complete enough of the test for it to be considered valid. Report from Project SAILS: As aforementioned, Project SAILS delivers the results of the assessment not by how many questions students got correct, but by how well SUNY Fredonia students as a whole did on a particular ACRL Standard, which is assessed by several questions within the test. Additionally, SAILS always gives context to how your students performed as compared with schools with similar degree programs (i.e. Masters I schools), as well as how our students performed when compared to all schools that participate in SAILS. The SAILS report is very in-depth and reports how students did in a variety of areas as a whole, broken down by majors, by class rank and by ACRL standards. There is plenty of data to use for meaningful curriculum planning, as SAILS gives very detailed reporting on very specific skills, such as documenting sources. However, while there is plenty of useful data, many of our faculty were disappointed to find that the tables are stagnant, and didnt contain raw data; meaning, that because results are given in a PDF format there is no way to manipulate data in ways other than the tables SAILS has given. For example, many departments had hoped to have a table that showed how first year students in a particular major compared with upperclassmen in the same major. This, however, isnt one of the tables that SAILS provides. They also do not do any customization of results, so such data is not available. The way in which SAILS provides their data makes it challenging to convert to the three Information Management Learning Outcomes requested by SUNY. As discussed earlier in this report, our SUNY Fredonia Information Management assessment committee chose to use the Sullivan Community College methodology and rubric to convert the SAILS data into the three learning outcomes required by SUNY. This is what they used when reporting to SUNY their last cycle of SUNY Information Management data from Project SAILS. The report found on page 103 of the SUNY Fredonia SAILS report, offers a data table for the ACRL standards. The ACRL standards are easily aligned with the Information Management Learning outcomes 2 and 3. The alignment is as follows: SUNY Learning Outcome #2ACRL Standards 1, 2, and 5understand and use basic research techniques(An average of the three results were used to offer 1 group of percentages for SUNY reporting---see the attached EXCEL files labeled LO 2a, 2b,2c and LO 2 average for details) SUNY Learning Outcome #3ACRL Standard 3understand and use basic research techniques SUNY Learning Outcome #1, basic operation of a computer, is not one that is measured by the ACRL standards. It is also not well defined by SUNY or our campus. For consistency sake, Fredonia followed the Sullivan Community College model for counting those who took the assessment test (which required the use of a computer and the internet) as Meeting Standard 1, the basic operation of a computer. As aforementioned, because of the way in which we distributed the passwords, we have no data to tell us whether a person could not finish the test because they didnt understand how to use the computer, or simply chose not to participate (as participation was not mandatory, even in classes). Therefore, we are only able to report that out of the 283 participants, 283, or 100% Met the standard for Basic operation of a computer. The remaining areas (Exceeding, Approaching and Not Approaching) will be listed as N/A. Results (Please see the rubrics attached for information on how the results for Learning Outcomes 2 and 3 were calculated). Numbers of students that completed the assessment and whose scores are reflected below=283 SUNY Learning Outcome #1: Basic Operation of a Computer ExceedsN/AMeets100%ApproachN/A*DNAN/A *DNA= Does not approach SUNY Learning Outcome #2: Understand and use basic research techniques Exceeds71.43%Meets14.30%Approach1.95%DNA12.32% SUNY Learning Outcome #3: Locate, evaluate and synthesize information from a variety of sources. Exceeds57.14%Meets14.29%Approach1.94%DNA26.63% Conclusions Category Assessment Results: Due to the complete change in both the rubric and the way in which the data was reported, it would not be meaningful to do a direct comparison between last assessment results and these new results. A copy of the old assessment report is attached to this file for future consideration. Standard I---Due to the limitations of the assessment test in measuring this category, it is pretty straightforward that our students have the ability to turn on a computer, find a website, and use a multiple-choice test online. Standard II---The majority of the assessment test focused on questions that fall in L.O #2. Roughly 85% of our students either met or exceeded the mean outcome for this category. While a direct comparison to last assessment cycle is not really possible, this was the area that we did the best in as well. Skill sets included in the standard are: Retrieving sources, using finding tool features, selecting finding tools, searching, developing a research strategy, documenting sources and understanding economic, legal and social issues of information. Standard III----While a smaller percentage of the assessment test focused on evaluating sources, this is always the most difficult for students. In the first assessment cycle it is the area we struggled most with, and improved upon in the second cycle of assessment. Again, a majority of students met or exceeded the mean, roughly 71%, in this category. However, it is of concern that roughly 27% of students are not even approaching the mean in this category. Evaluating and synthesizing information requires the highest order of thinking. It is not surprising that students find it difficult to discern one type of information from another when all sorts of information (from blogs to scholarly articles) all appear in the same interface (via the Internet). Everything looks the same, so students need to be more aware than ever that evaluating information is very necessary for success. It is this area that students need the most instruction in, and the most follow-up and reinforcement. Delving further into the data, Project SAILS reveals that SUNY Fredonia student skills rank as follows (from Best to Worst): Best: Retrieving Sources Using Finding Tool Features Selecting Finding Tools Searching Developing a Research Strategy Understanding Economic, Legal and Social Issues Documenting Sources Worst: Evaluating Sources Discipline/Course Assessment Results Within Category: The Project SAILS report gives a variety of tables devoted to how students of a particular major did in comparison with other students from Masters I intuitions with the same major. This very detailed data is given for each of the skill sets. Additionally, there is detailed data for each of the skill sets for the two additional questions the Information Management team asked for: how many hours of CCC students had completed, and whether or not a library instruction class was taken. They are too varied to evaluate for this report, but should be shared with the appropriate departments and Deans to help inform curriculum decisions relating to Information Literacy. Conclusions About Assessment Instrument: Throughout this narrative the strengths and weaknesses of using SAILS has been discussed. The SAILS instrument is easy to administer and for students to take, with minimal supervision and direction. It seamlessly allows the campus to maintain a students anonymity while still allowing for an incentive prize to be easily drawn. While the reports are limited, there is more than enough data to inform faculty about student skills in the area of information literacy. It goes beyond just reporting the numbers and contains more data than weve ever had before. There are two very big negatives, however, to this assessment instrument. The first is its inability to adequately assess L.O. #1, the basic operation of a computer. The second is the ability to easily convert the information from the cohort test to the SUNY categories. Without the assistance of Sullivan Community College librarian Matt Smith, and Professor Nancy Boynton from SUNY Fredonias Dept. of Mathematical Sciences, it would not have been possible. Now that we know how to convert the data, it should be easier the next time around. The rubrics, along with the active Excel formulas, are attached. Recommendations for Next Assessment Cycle: At the time this assessment was conducted (Fall 2010), SAILS only offered the cohort test. Now SAILS also offers an Individual Scores Test that would give us the ease of reporting that we had with the first two cycles (a simple percentage based on right and wrong, and not comparisons above or below the mean) with the ease of the SAILS interface and normed questions. A comparison of the two tests is given at HYPERLINK "https://www.projectsails.org/TestComparison"https://www.projectsails.org/TestComparison. This still, however, leaves the problem of SUNY Learning Outcome #1, basic operation of a computer. The General Education Committee, along with the next group of Information Management Assessment Committee members, will need to define what this is. Does the basic operation mean simply logging onto a computer?, does it mean creating a word document? A webpage? Etc. Once decided, perhaps we will need to do a homegrown add-on group of questions and/or evaluate assignments that already require these activities to measure this standard. Recommendations for Campus Assessment of GenEd Competencies: The next assessment cycle will be easier because of the new requirement for General Education courses to identify if and how they are addressing the Information Management Learning Outcomes. The biggest challenge to conducting this assessment has always been identifying where across the curriculum this competency is being formally addressed. As a result, this information should be shared especially with those faculty members who are teaching such courses, so that they know where our students strengths and weaknesses are. These should also be the courses that will assess this competency in the next cycle. Above all else, the results as imperfect as they are, should be shared and discussed with the campus. Overall, the suggestions that I made in the last Information Management report (2008) about the future direction of this competency is the same. I resubmit the following text in the hope that we will continue to see a sustained effort on campus for a collaborative, measurable infusion of this skill across campus: The most productive way to improve the information management skills of our students will come with a commitment of collaboration and partnership between faculty and librarians. Currently, students are receiving information management instruction in an inconsistent fashion. The current system relies on individual faculty to incorporate these higher order-thinking skills (locate, evaluate and synthesize information). While activities such as bringing students to the library for a 50-minute one-shot overview of resources, or teaching students to use a new computer program, or including web-searching into an assignment, are an integral part of teaching our students to become proficient users of information; these types of information management skills are only scratching the surface. Focusing on these types of skills fails to address the larger context of information literacy whereby students learn to evaluate and analyze information in order to build personal knowledge and perspectives, create new knowledge, and use information wisely for the benefit of others. Therefore, the curriculum should consist of a series of standards and outcomes that are graduated throughout the curriculum, shifting in scale from a focus on information technology to a focus on the higher order skills necessary for wise information use. The expertise of Librarians in the area of Information Literacy can be used as a resource by faculty to assist in developing activities, lessons, learning objects, etc., that effectively infuse these higher level skills competencies into the curriculum. -Respectfully submitted by Kerrie Fergen Wilkes, February 1, 2012     '()*;Mdefw  ! $ % 7 A G H ` a ҶyqiyZhB;hf"CJOJQJaJh]uCJaJhuCJaJhf"hB;CJaJhQL}CJOJQJaJhf"hf"CJaJhf"CJOJQJaJhB;hB;CJOJQJaJhB;CJOJQJaJhQL}h9E5CJOJQJaJhQL}hB;5CJOJQJaJh9E5CJOJQJaJh9Eh9E5CJOJQJaJ*deH I ` a D F [ \ gdf" & F ^` gdf" dgdrX dgdktgdQL} dgdB; $da$gdB;a i W D E F [ \ !",uȾ棗{pepZRZpRpRhP1CJaJhhP1CJaJhh;CJaJhhf"CJaJhCJOJQJaJhB;hB;5CJOJQJaJhf"CJOJQJaJhB;hB;CJOJQJaJhf"hf"5CJaJhf"hf"0J5hf"CJaJhf"hktCJaJhf"hB;CJaJhf"hf"CJaJhf"hf"CJOJQJaJ\  & Fddd-DM [$\$gd$;ddd-DM [$\$^gdAN & Fddd-DM [$\$gdANddd-DM [$\$`gdAN dgdkt ?GH P$2Vt~*+~g_[_h~jh~U,h$;hAN6B*CJOJQJ^JaJph#hKqhhAN6CJOJQJ^JaJ,hANhAN6B*CJOJQJ^JaJphhANCJaJhw?dCJaJhCJaJhB;CJaJhKqhCJaJhh;CJaJhhf"CJaJhP1CJaJh`WCJaJhhB;CJaJ"+RSTZ[&ώtfYLCJaJh#ph"uCJaJh#ph CJaJh#ph#pCJaJh#ph 5CJaJh#p5CJaJhhCJaJhWCJaJhdCJaJh(BCJaJhCJaJhGXCJaJh>䴳((())))))******+++++,,,,,----.5.ʯķo³MA4<hAc5CJaJhAch4<5CJaJhM[CJaJh4<5CJaJh`W5CJaJh$Ez5CJaJh$Ezh$Ez5CJaJh$EzCJaJh]u5CJaJhnhnCJaJhC@nCJaJhICJaJhJOCJaJhnCJaJhw?dCJaJh#ph$EzCJaJh#ph#pCJaJh4<CJaJ--..0///0011446 & Fd-DM gdBv dgdr d^gdr d^gd_) d^gdAc  & F dgdAc d^gd4< d^gd_) d^gdAc 5..//0/00001111*4?4^444444445 5+5,55555555Žwwkwwc_h~jh~Uh% Ehn5CJaJh4<hnCJaJh% ECJaJh4<h]uCJaJh% Eh$Ez5CJaJh4<5CJaJh_)h$EzCJaJh<CJaJh_)CJaJhrhr5CJaJhAchAcCJaJhBvCJaJhrCJaJh4<CJaJhAcCJaJhAc 555666 6x6y6*78 8!888űlXD3%h<B*OJQJ^Jph!h!Mh!MB*OJQJ^Jph&hn6B*CJOJQJ^JaJph&hJO6B*CJOJQJ^JaJph,hnhn6B*CJOJQJ^JaJph,h% EhBv6B*CJOJQJ^JaJph,h% Ehn6B*CJOJQJ^JaJph&h% E6B*CJOJQJ^JaJph3h% Eh% E0J6>*B*CJOJQJ^JaJphh% Ehn0JCJaJjh~UjhK=U6 6*7!8;=>>>X@Y@CCEEFFFGd$IfgdK= d^gdC@ngd>  & Fdgd#p-DM ^gd<-DM ^gdnd-DM ^gd% E899::;;;;;;;;;;<<<<<<)=ısjaYQIQYA9h$;CJaJh CJaJhW&CJaJh`WCJaJhB\CJaJhW&5CJaJh>5C,<h>6B*䴳ϴ&󴳰6B*䴳ϴ$!󴳰6B*ϴ$!#6B*ϴ*ϴ<B*OJQJ^Jphh!MB*OJQJ^Jph!h!Mh!MB*OJQJ^Jph)=/=>=B=<>=>>>V>Z>%?W@X@Y@@ABCCvEEEFFFFFFFGG@GGGG HHHIHKH¶¥¥¥~wn~wc~wn~hC@nhUSjCJaJhK=hUSj^J hK=hUSjhK=hUSjCJaJ *hK=hUSjCJaJhUSjCJaJhdCJaJhc3CJaJhC@n5CJaJhC@nh>5C䰪䴳<CJaJh<5CJaJh>h>5CJaJh>5CJaJh$;CJaJhCJaJ&GGAGGvvd$IfgdK={kd]$$Ifl0d$CU t0644 laytK=GGG HHvhhd$IfgdK= d^gdC@n{kd$$Ifl0d$CU t0644 laytK=HHJHKHvvd$IfgdK={kd$$Ifl0d$CU t0644 laytK=KHLHMHKKeLfLLLLukkkkka dgdd dgdB; 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