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(2022) . Flexibility Is Key: Co-creating a Rubric for Programmatic Instructional Assessment. Communications in Information Literacy, 16 (1), 24–37 . [https://doi.org/](https://doi.org/)[ ](https://doi.org/)[10.15760/comminfolit.2022.16.1.3](10.15760/comminfolit.2022.16.1.3)  \nThis open access Innovative Practice is distributed under the terms of the Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.  \nFlexibility Is Key: Co-creating a Rubric for Programmatic Instructional Assessment  \nMaya Hobscheid, Grand Valley State University Kristin Kerbavaz, University of Western Ontario  \nAbstract  \nThis paper describes a project undertaken at Grand Valley State University in which a cocreative model was used to develop a rubric for assessing student learning in library instruction. It outlines the design process as well as the training and support provided throughout implementation. It concludes with the authors’ reflections on the successes and challenges ofthe process and provides recommendations for future projects.  \nKeywords: assessment, student learning, rubrics  \nInnovative Practices  \nedited by Andrea Baer, Carolyn Gamtso, and Merinda McLure  \nHobscheid, M., & Kerbavaz, K. (2022). Flexibility is key: Co-creating a rubric for  \nprogrammatic instructional assessment. Communications in Information Literacy, 16(1), 24–37.  \nFlexibility Is Key: Co-creating a Rubric for Programmatic Instructional Assessment  \nHistorically, the Grand Valley State University (GVSU) Libraries’ Information Literacy instruction program has been assessed through a variety of statistics gathered for external reporting, including session and participant counts, as well as large-scale surveys like SAILSand a longstanding collaboration with the university’s Institutional Analysis unit that demonstrated a consistent correlation between receiving library instruction and ongoing academic success (O’Kelly et al., in press). Instruction and student learning were primarily assessed at the classroom level at the discretion of the librarian instructor; while some librarians’ research interests led them to implement rigorous assessments using pre-and post-testing, the majority used informal checks for understanding to guide their instruction. These more informal data about student learning were typically not documented or shared beyond the librarian’s notes. However, in 2019, liaison librarians, who do the majority of the instruction for GVSU Libraries, set a goal to move toward more programmatic assessment of instruction. This goal aligned with a trend at the university level of encouraging cocurricular units to begin thinking of their work in terms of student learning outcomes. We identified the need for more data about student learning and decided to develop a flexible rubric that liaisons could use to assess learning in their classrooms.  \nAcademic libraries can create space for broader conversations about library instruction and its impact through programmatic assessment of student learning. There is a substantial body of work focused on the assessment of library instruction. Much of the literatu","cbCaippDRtgQyjbV","https://ap.wps.com/l/cbCaippDRtgQyjbV","pdf",201925,15,"English","# Abstract\n## Project overview and cocreative rubric development\n## Literature on library instruction assessment methods\n## Programmatic assessment and rubric use\n## Discussion, reflections, and recommendations","[{\"question\":\"What is the main goal of the project described in the paper?\",\"answer\":\"To develop a flexible rubric, co-created with stakeholders, for assessing student learning in library instruction at the programmatic level.\"},{\"question\":\"How does the paper describe the rubric development process?\",\"answer\":\"It outlines the cocreative design process and details the training and support provided throughout implementation.\"},{\"question\":\"What kinds of assessment methods does the paper review from prior research?\",\"answer\":\"It discusses pre- and post-tests, student surveys, faculty satisfaction, and student reflection activities, as well as mixed-method approaches and qualitative assessment strategies.\"}]","Flexibility Is Key - Co-creating a Rubric for Programmatic Instructional Assessment - Issue 1 | PDF",1792088615,38]