Using a Targeted Rubric to Deepen Direct Assessment of College Students’ Abilities to Evaluate the Credibility of Sources

Erin Daniels

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Library Science and Information Literacy Student Assessment and Feedback Educational Strategies and Epistemologies

Abstract

At the Sonoma State University Library, a rubric was designed specifically for deepening the assessment of freshmen students’ ability to evaluate the credibility of sources. The course-level rubric was developed after program-level assessments proved too broad to uncover specific challenges in this particular skill. As a direct assessment tool, the rubric allows teaching faculty and librarians to more clearly identify and address the smaller steps required for a student to successfully learn to evaluate a source. The rubric and the results of using it as an assessment tool with a freshmen-level, general education oral communication/critical thinking course are discussed.

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References

2000Information Literacy Competency Standards for Higher Education 2001Believe it or not: Factors influencing credibility on the Web 2007The role of site features, user attributes, and information verification behaviors on the perceived credibility of web-based information 2007Developing a unifying framework of credibility assessment: Construct, heuristics, and interaction in context 2003College student Web use, perceptions of information credibility, and verification behavior 2003Prominence-interpretation theory 2009Information literacy assessment 2006Using rubrics to assess information literacy

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