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Four librarians partnered with the UH Office of Institutional Effectiveness to evaluate graduating senior-level student papers using a rubric they developed collaboratively. The study explains the rubric development and rating workflow, outlines practical implications for other librarians replicating the approach, and reviews how assessment results are shaping the library instruction program.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/volume-8-issue-1-developing-an-information-literacy-assessment-rubric/598783/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/volume-8-issue-1-developing-an-information-literacy-assessment-rubric/598783.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the information literacy assessment project?","Question",{"text":112,"@type":113},"The project aimed to identify the level of undergraduate information literacy skills demonstrated by graduating students to create benchmarks for the library instruction program and align library assessment with campus teaching priorities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the team develop and use the rubric?",{"text":117,"@type":113},"Four librarians collaborated with the UH Office of Institutional Effectiveness to develop a rubric and then evaluated selected graduating, senior-level student papers using that rubric during the rating process.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the literature review say about rubrics and campus-wide assessment?",{"text":121,"@type":113},"It highlights that rubrics support authentic assessment of higher-order thinking, that many studies focus on course-level use while fewer address campus-wide collaborative assessment, and that barriers like time and expertise can affect implementation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598783,1792192021,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 8, Issue 1, 2014  \n[ARTICLE]  \nDEVELOPING AN INFORMATION LITERACY ASSESSMENT RUBRIC  \nA case study of collaboration, process, and outcomes  \nChristina H. Gola University of Houston  \nIrene Ke  \nUniversity of Houston  \nKerry M. Creelman University of Houston  \nShawn P. Vaillancourt University of Houston  \nABSTRACT  \nA team of four librarians at the University of Houston (UH) Libraries partnered with the UH Office of Institutional Effectiveness and its Director of Assessment and Accreditation Services for General Education to conduct a campus-wide, exploratory assessment of undergraduate information literacy skills. The project evaluated a selection of graduating, senior-level student papers using a rubric developed as part of the collaboration. This paper describes and discusses the collaborative rubric development and rating process, the practical implications for other librarians seeking to conduct a similar assessment, and the impact the project is having on the library instruction program.  \nGola, et al, Developing an IL Assessment Rubric Communications in Information Literacy 8(1), 2014  \nINTRODUCTION  \nA team of four librarians at the University of Houston (UH) Libraries partnered with the UH Office of Institutional Effectiveness and its Director of Assessment and Accreditation Services for General Education to conduct a campus-wide, exploratory assessment of undergraduate information literacy skills. The project’s goals were to identify the level of information literacy skills demonstrated by graduating students in order to establish benchmarks for the instruction program and to align library assessment efforts with assessment initiatives and teaching priorities across campus. This paper describes the campus-level collaborative rubric development and rating process, discusses practical implications for other librarians seeking to conduct a similar assessment, and considers how the results of this assessment project are impacting the UH Libraries instruction program.  \nLITERATURE REVIEW  \nA review of the literature focuses on two areas: the benefits of rubrics for campuswide information literacy assessment and case studies that document the rubric development and application process for a rubric based campus-wide information literacy assessment. Currently the library literature is ripe with research attesting to the benefits of authentic assessment in academic libraries because it measures higher order thinking skills rather than simply measuring an acquisition of facts (Knight, 2006; Oakleaf, 2008) . Rubrics are an increasingly advantageous “authentic assessment” tool used to measure student performance in products such as papers, bibliographies, and portfolios (Oakleaf, 2008) .  \nThe literature suggests that librarians who have measured information literacy skills using rubrics have mainly focused on course level assessment, while only a few have explored campus-wide, collaborative assessments. Oakleaf, Millet, and Kraus (2011, p.833) affirm this finding. Diller and Phelps (2008) discuss a general education assessment of student ePortfolios, while Oakleaf, Millet, and Kraus (2011) discuss strategies for effective campus-wide assessment based on an opportunity driven by accreditation standards. Hoffmann and Wallace (2009) and Hoffmann and LaBronte (2012) outline a grant study of first and third year student work. Lack of time and expertise are often barriers to rubric assessment (Oakleaf, 2008, p. 274), which may hinder campus-wide assessment. Faculty and administrative support is crucial to a successful campus-wide assessment of information literacy skills (Oakleaf, Millet, and Kraus, 2011, p. 833) . The challenges associated with generating this level of buyin may also hinder campus-wide assessment. However, rubrics are particularly effective for campus-wide assessment because, as Oakleaf states, they allow educators to assess skills across multiple disciplines (2008, p. 245) . And as Diller and Phelps state, th","cbCaie0UgeOMXdAk","https://ap.wps.com/l/cbCaie0UgeOMXdAk","pdf",563203,14,"English","# Abstract\n# Introduction\n# Literature Review\n## Rubrics and authentic assessment\n## Campus-wide collaborative approaches","[{\"question\":\"What was the purpose of the information literacy assessment project?\",\"answer\":\"The project aimed to identify the level of undergraduate information literacy skills demonstrated by graduating students to create benchmarks for the library instruction program and align library assessment with campus teaching priorities.\"},{\"question\":\"How did the team develop and use the rubric?\",\"answer\":\"Four librarians collaborated with the UH Office of Institutional Effectiveness to develop a rubric and then evaluated selected graduating, senior-level student papers using that rubric during the rating process.\"},{\"question\":\"What does the literature review say about rubrics and campus-wide assessment?\",\"answer\":\"It highlights that rubrics support authentic assessment of higher-order thinking, that many studies focus on course-level use while fewer address campus-wide collaborative assessment, and that barriers like time and expertise can affect implementation.\"}]","Volume 8 - Issue 1 - Developing an Information Literacy Assessment Rubric | PDF",1792087592,35]