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to The Griffith Graduate Site Information Literacy Toolkit
ASSESSMENT:
Assessing information literacy skills
Examples of assessment tasks to develop students' information literacy
| Assessment Task | Knowledge, skills, and processes developed |
|---|---|
| Present annotated bibliography using a range of sources for topic as stage one for an essay/report. |
Search and retrieval skills. Topic analysis. Summary of main points and value of the source. |
| Find two journal articles on the topic and write summary/abstract of both. |
Search and retrieval skills. Distillation of main points. |
| Submit documentation detailing search strategy (keywords and terms used, tools used) and reflection on the search. |
Documentation of search process (search terms, tools used, people consulted, use of browsing). Reflection on search strategy and evaluation of sources found and selected. |
| Peer review of work-in-progress against assessment criteria (e.g., essay draft, report outline), submission of draft including peers' comments with final product. |
Self and peer evaluation. Reflection and consideration of academic standards. |
| Critically compare the information that is available from a range of sources (journal articles, books, textbooks, encyclopaedias, magazines, newspapers, audio/visual, websites), including primary and secondary sources. |
Search and retrieval skills. Topic analysis. Critical thinking. Understanding of primary and secondary sources in particular disciplines. |
| Find and critically analyse information with regard to bias, standpoint, viewpoint, argument, ideology, contrasting perspectives and assumptions of author. |
Search and retrieval skills. Topic analysis. Critical thinking. |
| Set topic in an historical, political, economic, cultural and social context. |
Search and retrieval skills. Topic analysis. Use of a wide range of general and specific information from different perspectives. Use of evidence to support an argument. |
| Analyse issues considering economic, environmental and social impact (ie the 'triple bottom line'). |
Find and draw together information from a range of sources and perspectives. Use of evidence to support an argument. Critical thinking. |
| Write a literature review. |
Search and retrieval skills. Topic analysis. Use of a wide range of general and specific information from different perspectives. Use of evidence to support an argument. Identification of gaps in the literature. Critical thinking. |
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