4. Why assess information literacy?
• Buy in from new departments key to
embedding IL
• IL programme mapped to module
learning outcomes / Engineering
Council accreditation
• Demonstrating importance of IL
learning outcomes to programmes
5. Engineering Council (2011). The accreditation of Higher Education
programmes: UK standard for professional engineering competence. London,
United Kingdom: Author.
7. How to create a portable re-usable
assessment – the context
• Professional Skills for Science
& Engineering identified for
Level 4 IL input
• Content and planning for the
module needed fast!
• Opportunity to shape delivery
Image courtesy of Stuart Miles at FreeDigitalPhotos.net
9. How to create a portable re-usable
assessment – the mechanics
• Explicitly linked to faculty assessment criteria
• Can migrate into existing assessment without change
• Can be marked separately (by library staff)
• Thematically linked to subject area but focused exclusively
on cross-disciplinary skills
• For Professional Skills, IL assessment thematically linked to
lab report assessment
12. Analysis of engineers’ results 14/15
Comparable attainment = robustness of assessment?
• Any students who failed the IL component also failed host
assessment
67% 29%
4%
33%
Marking comparison to host
assessment Same grade
category
Different grade
category (< 10%)
Different grade
category
(between 10 and
12%)
13. Critically informing teaching
• More interesting was deeper reflection on work produced
• Analysis of scripts identified areas where teaching could
be changed to improve understanding:
• How taught sessions are sequenced
• What content is delivered
• How content is thematically linked
15. Next steps
• 2nd year - migration into a new
assessment (industrial portfolio)
• Marking complete as of Feb 2016
for 2nd roll-out
• Analysis comparing attainment to
attendance
• Planned roll-out to further subjects
2016/17
Image courtesy of Stuart Miles at FreeDigitalPhotos.net
Editor's Notes
2/3 were marked within the same grade category IL component / host assessment
Of 1/3 marked in different grade categories, majority were on cusp between classifications
Only 11% of marked assessments showed deviation > 10% between mark for IL component / host assessment.
Greatest deviation between mark for IL component / host assessment = 12%