Developing and Assessing Students'
Skills, Knowledge, and Values
| Information Literacy |
| The Association of College and Research Libraries (ACRL) defines information literacy as "a set of abilities requiring individuals to 'recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.'" ACRL developed a set of standards that can be used for assessing student achievement in information literacy. |
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Resources from the Association of College and Research Librarians (ACRL) Introduction to Information Literacy Information Literacy Competency Standards for Higher Education Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline |
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Online Tutorials on Information Literacy James Madison University: Carrier Library's Go for the Gold |
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Assessments of Information Literacy National Postsecondary Education Cooperative: Sourcebook on Assessment (in press) Educational Testing Services: Information & Communication Technology Literacy Assessment |
| Sonoma State University Critical Thinking Consortium |
| Discipline Specific Resources on Information Literacy |
| Technology |
| The TLT Group (Teaching, Learning, and Technology) adapted a report on "Seven Principles for Good Practices in Undergraduate Education" (Chickering & Gamson, 1986, AAHE Bulletin) to demonstrate how technology may be used to support these practices. The seven principles are listed below with links to the TLT Group Web site that provides a library of resources for incorporating technology for each practice. Read also "Implementing the Seven Principles: Technology as Lever" (Chickering & Ehrmann, 1996, AAHE Bulletin). |
| Good Practice 1: Encourage contact between students and faculty |
| Good Practice 2: Develop reciprocity and cooperation among students |
| Good Practice 3: Encourage active learning |
| Good Practice 4: Give prompt feedback |
| Good Practice 5: Emphasize time on task |
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Good Practice 6: Communicate high expectations |
| Good Practice 7: Respect diverse talents and ways of learning |
| George Mason University: Education and Technology Resources |
| Middle Tennessee State University: Classroom Assessment Techniques to assess technology skills |
| Portland State University: Using technology to conduct Classroom Assessment Techniques |
| Quantitative Skills |
| Darthmouth College: Chance |
| Mathematical Association of America: Quantitative Literacy |
| Mathematics and Democracy: The Case for Quantitative Literacy |
| Web skills |
| The WebQuest Page |
| Writing |
| National Council of Teachers of English: Writing Assessment Position Statement |
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National Postsecondary Education Cooperative: NPEC Sourcebook on Assessment Definitions and Assessment Methods for Critical Thinking, Problem Solving, and Writing |
| Carleton College: Sophomore Writing Portolio |
| Colorado State University: Writing Center and The Writing Studio |
| George Mason University: Assessment of Writing Across the Curriculum |
| Academic Writing (online journal of communication across the curiculum) |
| Critical Thinking |
| Integrating Critical Thinking Skills into the Classroom (Biology examples; Links to other sites) |
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Insight Assessment
Critical thinking: A statement of expert consensus... (Facione, 1990) Motivation, Disposition, and Attribute Tools |
| University of Tennessee at Chattanooga: Critical Thinking (online workshop) |
| Critical Thinking Consortium |
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National Postsecondary Education Cooperative: NPEC Sourcebook on Assessment Definitions and Assessment Methods for Critical Thinking, Problem Solving, and Writing |
| Washington State University's Critical Thinking Project |
| Discipline-specific knowledge |
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ACT's Collegiate Assessment of Academic Proficiency
Reading Writing Skills Writing Essay Mathematics Science Critical Thinking |
| Setting Passing Standards on Tests |
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Setting passing standards for employment tests
presented at 1999 Mid-Atlantic Personnel Assessment Consortium |
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Revised: January 2011 |
