Rubric for evaluating students’ information competency and learning outcomes

The purpose of this questionnaire and survey of faculty is three-fold. First, our goal is to solicit information on the effectiveness of the orientation with the intent of improving the teaching endeavor. Second, by using a rubric for evaluating students’ information competency after the library orientation that has direct bearing on overall learning outcomes, the librarian and instructor can collaboratively track and assess the effectiveness of the students’ learning process. Third, through early remedial intervention identify the areas of concern in students’ learning abilities for tutoring through a series of workshops offered by librarians.

* Required

Part 1:

1) Do you feel that the library orientation improved your students’ ability to use library sources? Please comment.

2) Did the students successfully incorporate the research into their assignments? Please comment.

3) Did the lists of references submitted by your students include appropriate, high-quality, information resources? Please comment.

Part 2: Rubric for evaluating students’ information competency and learning outcomes:

Evaluation criteria used to judge the effectiveness of library orientations and students’ success. [What constitutes Exemplary:Number of students =4 points] [What constitutes Proficient:Number of students= 3 points] [What constitutes Emergent (needs improvement):Number of students=2 points]

The appropriateness of the material cited as sources of information (appropriateness = credibility of source, currency, author and authority) *

Exemplary 4 points: The selected sources are within the scope of the assignment and the student applies all of the evaluative criteria to determine the value of the information
Proficient 3 points: The selected sources are within the scope of the assignment and the student applies most of the evaluative criteria to determine the value of the information
Emergent 2 points: The selected articles are only marginally within the scope of the assignment and the student applies only a few of the evaluative criteria to determine the value of the information

Inclusion of one or more primary sources (census, maps, diaries, correspondence, autobiographies). *

Exemplary 4 points: The selected primary sources add depth and credence to the student’s chosen topic
Proficient 3 points: The selected primary sources add to the value of the student’s paper but the explanation for the choice of the source is far from clear
Emergent 2 points: The selected primary source stands alone and is not integrated with the body of the paper

Inclusion of secondary sources (e.g. encyclopedias, articles, almanacs, books) Librarian *

Exemplary 4 points: Several secondary sources are incorporated into the paper that provide a fine treatment of the subject matter
Proficient 3 points: Many of the secondary sources add value to the subject matter but needs further work to make the paper more cohesive
Emergent 2 points: Only some of the secondary sources have a degree of value for the subject matter and needs more work to re-work the paper with proper choice of sources

Effective searching of online database(s) or online catalog(s) Librarian *

Exemplary 4 points: The student demonstrated a smooth transition from a broad to a more manageable topic and shows the process used to achieve this goal
Proficient 3 points: The student manages a transition from a broad to a more manageable topic but the process used to achieve this goal is not clearly demonstrated
Emergent 2 points: The student attempts to move from a broad to a narrow topic but the thesis statement fails to achieve this goal

Provides evaluation of resources and/or arguments Instructor *

Exemplary 4 points: The paper includes insightful evaluation of secondary sources and is used to further deepen the understanding of the subject matter
Proficient 3 points: The paper includes fairly good analysis of secondary sources but is not well integrated to explain how it deepens the understanding of the subject matter
Emergent 2 points: The paper includes only a few secondary sources of information and no explanation is provided why these sources add value and depth to the subject matter

Investigation of more than one media type (print, sound, film, web) Librarian *

Exemplary 4 points: The student finds secondary sources from more than one media type to give the paper a full body of information from several perspectives and format
Proficient 3 points: The student endeavors to incorporate multiple format type of information in order to provide a wide range of perspectives and in doing so the paper is loose in structure and tone
Emergent 2 points: The student’s attempt to include information from several media type is not properly structured and needs work to integrate the information into the body of the paper

Investigate for library resources beyond Long Beach City College libraries Librarian *

Exemplary 4 points: The student wets his/her appetite to find more information beyond LBCC libraries that is relevant to the scope of the paper
Proficient 3 points: The student wets his/her appetite to find more information beyond LBCC libraries but the useful information gathered needs better weaving into the narrative
Emergent 2 points: The student’s attempts to gather information beyond LBCC libraries is perfunctory and needs more work to find useful information

Provides definition(s)of terms and concepts Instructor *

Exemplary 4 points: Student provides excellent definition of terms and concepts and uses them as a launching pad for his/her topic
Proficient 3 points: Student provides good definitions of terms and concepts but does not explain their value for fleshing out the main ideas
Emergent 2 points: Student provides definitions of some key concepts but fails to connect them to the rest of the paper

Correctly cites specific print or electronic resources Librarian *

Exemplary 4 points: The student provides consistent format and complete information for all works cited
Proficient 3 points: The student provides consistent format with some incomplete information for all works cited
Emergent 2 points: The student provides only a few consistent formats with often incomplete information for all works cited

Demonstrates concise organization of document Instructor *

Exemplary 4 points: The student demonstrates excellent organization with smooth transition from paragraph to paragraph
Proficient 3 points: The student demonstrates good organizational skills but some paragraphs need a smoother transition
Emergent 2 points: The student demonstrates fairly good organizational skills but needs to work on how to transition from paragraph to paragraph

Presents assigned paper in a clear and persuasive manner Instructor *

Exemplary 4 points: The overall presentation of the paper is excellent in style, tone, structure and perspective
Proficient 3 points: The overall presentation of the paper is fairly good in style, structure, tone and perspective
Emergent 2 points: The overall presentation of the paper lacks clarity and needs work to tighten structure, tone and perspective

Provides a convincing summation/conclusion for the paper Instructor *

Exemplary 4 points: The student provides a cogent thesis that connects the introduction to the summation/conclusion
Proficient 3 points: The student provides a fairly coherent thesis that connects with the summation/conclusion
Emergent 2 points: The student fails to write a clear thesis statement that connects with summation/conclusion

Thank you!

Please hit the submit button to send your responses. We appreciate your taking the time to do this questionnaire.