The Assessment
Assessments
For ninth grade there are two general assessments (30 items each), as well as two 10-item assessments in each of the five categories (Develop Topic; Identify Potential Sources; Develop, Use, and Revise Search Strategies; Evaluate Sources and Information; Recognize How to Use Information Responsibly, Ethically, and Legally). The assessment pairs are parallel in terms of concepts addressed. The first assessment is more basic, with more emphasis on definitions. The second assessment is more focused on application of the concepts.
For sixth grade there are two general assessments (25 items each) from the same five categories listed above.
Reports
Reports are available at the class and individual student level. The class report provides detailed information on class performance for each item. Results are reported for each item by number and percentage of students choosing each possible response, with correct responses highlighted. The student report gives the total score for each individual student code. If you selected YES for STUDENT CODES when setting up your assessment session and recorded student names with the IDs before students took the assessment, you will be able to determine how individual students performed overall. The online review feature allows students to view their responses to the assessment as well as the correct responses, so they can receive immediate feedback. Student codes are required to use this feature.
Scores
The student score provided by TRAILS is not meaningful in and of itself. We cannot say that the numeric score is a definitive measure of a student’s information literacy knowledge. What the score does provide is a measure of attainment relative to other students who have taken the same assessment.
Using Results
The individual student score may be used to determine students’ performance relative to each other. The class report may be used to identify areas of strengths and weaknesses in students’ understanding of specific concepts related to information literacy, which will assist in targeting your instructional efforts. The online review may be done individually or as part of a class exercise, and provides students with individualized feedback.
Development of Assessment Items
TRAILS consultants did an extensive review of the information literacy components in the Ohio Academic Content Standards (ACS), distilled them into categories, and aligned those standards with those in Information Power. Objectives were written to address the competencies represented in the categories, and questions were developed based on those objectives. These draft questions were then field-tested by volunteer library media specialists working with 9th grade students.
Assessments were used by teachers and library media specialists during the spring of 2006. Over the summer, response data were analyzed to assist content reviewers in item refinement. Response data are analyzed annually to determine if revisions to items are needed.
