ArtScore: creating assessment questions for information literacy competencies in Art and Design

Librarians and Faculty in many disciplines have crafted statements describing the ways they want student to use information and how those efforts can be measured to demonstrate critical thinking.  While librarians tend to say "information literacy" faculty often say "critical thinking."  Essentially, we are talking about the same thing:  how can we teach students to go beyond their current knowledge base; avoid the morass of junk information available on the free web; find, evaluate, read, understand, and apply, through written, visual, or visual communication, their knowledge of a topic. 

How do we know when students have incorporated these skills?  Assessment offers a range of options for students to demonstrate their knowledge.  While my collaborator, Kathy Clarke, and I strongly endorse embedding and assessing information literacy skills through summative assessment in class and curricular outcomes,  we also advocate for the role of effective formative assessment that can help guide curricular design.  

This guide incorporates materials from our workshop at the ARLIS/NA Conference in Pasadena, CA on Friday April 26th, 2013.