Research Guides: Information Literacy: Assessment Rubrics

Evaluating Web Sources Competency Rubric

Information fluency evaluation criteria mapped to ACRL (Association of College & Research Libraries) learning outcomes establishes:

a common framework and language for assessment
a guide where complex behaviours and learning can be examined efficiently
criteria and standards upon which several instructors can assess achievement across courses or curricula
a criterion-referenced model, rather than norm-referenced, where student work is mapped to criteria, not other students’ achievements

Evaluation Criteria	Beginning	Developing	Proficient	Student Learning Outcomes
Articulates and applies initial criteria for evaluating both the information and its sources.	0 - Student does not identify nor examine authority, reliability, validity, accuracy, timeliness, or bias and work lack criteria terminology such as: author, authority, relevance, credibility, credible, sanctioned, authoritative, authorship, etc.	1 - Student evaluates authority, but does not critically assess using criteria terminology such as: author, authority, relevance, credibility, credible, sanctioned, authoritative, authorship, etc.	2 - Student adequately and critically assesses authority and uses criteria terminology such as: author, authority, relevance, credibility, credible, sanctioned, authoritative, authorship, etc.	The student will articulate established evaluation criteria. ACRL 3.2.a)
Recognizes prejudice, deception, or manipulation and stipulates credibility factors	0 - Student does not identify authority terms or criteria such as: domain, server, URL, corporate author, “About Us” or “Contact Us” links; or author credentials	1 - Student vaguely or broadly identifies authority factors, but does not use specific terms such as: domain, server, URL, corporate author, “About Us” or “Contact Us” links; or author credentials	2 - Student refers to specific authority factors such as: domain, server, URL, corporate author, “About Us” or “Contact Us” links; or author credential	The student will apply criteria to analyze information: evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias (ACRL 3.2.a, 3.2.c)
Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.	0 - Student does not identify whether or not the site is reliable or appropriate for the information need	1 - Student determines whether or not the site is reliable and appropriate but lacks reasoning and justification	2 – Student clearly states reliability and appropriateness of the information for the purpose of the research	The student selects information that provides evidence for the topic (ACRL 3.4.g)

Research Strategies and Information Literacy Competency Rubric

Research Strategies and Information Literacy

Evaluation Criteria

Topic Development

ACRL Standard

1.1 b, e, f

1.4 a, b

Effectively defines topics question.

Effectively establishes main concepts.

Chooses relevant information related to question and concepts.

Competently defines topic question.

Determines most main concepts.

Chooses relevant information related to question and concepts, but lacks focus and complexity.

Adequately defines topic question.

Determines some main concepts.

Chooses some relevant information but lacking depth and relevance

Too broadly defines topic question.

Does not identify main concepts.

Chooses random and inconsistent information related to question and concepts.

Quality of Information

ACRL Standard

2.4 a, b,

Accesses information from a variety of relevant sources, evaluates for bias and accuracy in an itinerant, focused and sophisticated manner critically assessing for relevance, accuracy, and authority

Accesses information from a variety of relevant sources, evaluates information for bias and accuracy, but lacks focus and consistency.

Accesses some information from a variety of relevant sources, evaluates information for bias and accuracy, but lacks depth and accuracy.

Accesses information from random sources, uses information without critical assessment.

Ethical Use of Information

ACRL Standard

5.3 a, b

Uses correctly all of the following strategies:

1) citation and referencing

2) information use is accurate and in context

3) differentiates common knowledge from that requiring documentation

Uses most of the following strategies:

1) citation and referencing

2) information use is accurate and in context

3) differentiates common knowledge from that requiring documentation

Uses correctly some of the following:

1) citation and referencing

2) information use is accurate and in context

3) differentiates common knowledge from that requiring documentation

Randomly uses components of the following:

1) citation and referencing

2) information use is accurate and in context

3) differentiates common knowledge from that requiring documentation