Modified from Syracuse University Information Literacy Assessment
modified: Eugene Harvey, Buffalo State
Criteria | Proficient | Competent | Developing |
Assessing Information Need | Narrows or refines project topic to a more specific or focused topic; neither too broad nor too narrow; adequate # of resources | Project topic acceptable, but refinement of topic could be improved slightly; may need to alter # of resources | Topic too broad or vague (not sufficiently narrowed in scope); alternatively, topic may be too narrow in scope to obtain enough adequate resources |
Adequately creates and/or answers questions or hypotheses to guide the topic (the purpose of their project topic is clear) | Purpose of the project is acceptable but may need clarification, including through the development or clarification of guiding ideas, questions, hypotheses, etc. | Lacks the use of guiding questions, ideas, hypotheses, etc. for their project topic | |
Abundant # of resources | Adequate/expected # of resources; may need to alter slightly the # of resources (increase to broaden or decrease to narrow) | # of resources not acceptable; cannot accomplish project goals with this amount of information sources (greatly broaden or narrow) | |
Accessing Information Resources | Evinces proficiency with a wide breadth (variety) of mediums to access information (e.g. library catalog; journal databases; web resources) | Acceptable variety of information access methods, but uncertain of best sources/access points for their information needs | Uses a limited number of mediums to access information |
Evinces usage of a wide variety of suitable information searching options or approaches. | Information sources are acceptable, but may rely on a preferred, familiar, or comfortable information searching method to obtain information (e.g. reliance on web-based resources if unfamiliar with scholarly resources) | Uses limited information searching options (uses the most basic or minimal searching option to complete project) | |
Tailors the selection of resources to the information needed to complete the project (familiarity with the types of information provided by particular resources) | May rely on a preferred, familiar, or comfortable material format (e.g. mostly books; mostly articles; mostly web-based resources; mostly full-text online;etc.) | Lacks ability to tailor the search approach to meet research needs | |
The selection of information sources is clearly and soundly connected to the project topic. Also meets the information expectations for this project. | Uses a variety of resources, but not familiar with the most suitable ones | Poor variety of resources; resources may not be connected to topic; lacks familiarity with suitable information sources | |
Using Information | Balances between the use of original thoughts & retrieved information in the document | Relies on retrieved information to complete project topic; may have difficulty integrating or synthesizing information | Relies heavily on retrieved information instead of personal thinking or ideas |
Uses retrieved information to expand/build upon original thoughts & ideas or answer research questions/hypotheses | Basic reporting and/or summarization of retrieved information; meets the basic expectations of the project, but expansion of thought/ independent thinking needs improvement | Lacks ability to use retrieved information to extend/build upon original thought & ideas | |
Retrieved information is woven fluidly into the document (topically-connected information) | Retrieved information is topically connected to the project, but it may not be woven fluidly into the document ("dumping" of information into the document) | Retrieved information is not topically connected to the project (document lacks fluidity) | |
Adequately differentiates between personal claims, paraphrasing and the need to quote; paraphrases information succinctly (as opposed to overreliance on “direct quotes”) | Uses paraphrasing and quoting to support claims the majority of times, but occasionally may fail or have difficulties in this area | Overreliance on "direct quotes" to make argument or claims | |
Evaluating Information | Distinguishes accurately between authoritative sources and non-authoritative sources (high-quality resources; possibly noting "experts," trends, hot topics, etc.) | Finds and distinguishes authority sources, but may lack knowledge of leading experts or trends in that field | Lacks ability to find or distinguish between authoritative sources and non-authoritative sources |
Understands that authoritative sources are deemed worthy of acceptance by readers (the importance of using authoritative/ scholarly/ "peer-reviewed" sources) | Able to retrieve and use authoritative sources, but may not understand or appreciate why they should be used | Lacks awareness of identifying key features that determine authority or quality of information sources | |
Highly-relevant information sources are selected. ("must haves") | Information sources are acceptable but may be tangential. | Information sources do connect to project topic. | |
Using Information Ethically & Legally | Appropriatly cites & references information that is paraphrased or quoted directly; understands the necessity to cite reference(s) to support claims | Cites & references appropriately the majority of information that is paraphrased; occasional failures to cite or support claims | Lacks the ability to distinguish between personal statements, paraphrasing or quoting directly; does not support statements with citations to authoritative sources |
Uses the appropriate manual of citation style (APA, MLA) as outlined in the project requirements (appropriate to audience/reader(s)) | Generally adheres to proper citation style, but occasional errors occur | Numerous errors with citation style and format; may indicate lack of knowledge of appropriate format and/or inability to cite & reference various information mediums (books, blogs, journal articles, newspapers, encyclopedias, etc.) | |
Includes references, citations, and/or footnotes for all sources used | Includes references, citations, and/or footnotes for most sources used | Numerous exclusions of footnotes, citations, and/or references for information sources used for the project | |
Personal Computing (Yes/No Format) | This project required students to use common, modern personal computing technologies to accomplish learning goals. | Students were not required to engage with personal computing technologies to complete this project. | |