Goal 1: To cultivate intellectual and practical skills that are practiced extensively,
across the curriculum, in the context of progressively more challenging problems,
projects, and standards for performance.
Domain 1.6: Information Literacy
Information Literacy
Definition: The ability to know when there is a need for information, to be able to identify, locate, evaluate,
and effectively and responsibly use and share that information for the problem at hand.
Instructors may use any or all of the behavioral achievements appearing in the list under each
performance level using the levels provided here (4, 3, 2, 1).
Performance Levels
3
2
4
Behavioral
Achievement
and/or Quality
of Work
Raw number of
students
achieving at this
level.
• Effectively defines
research question and
determines key
concepts. Sources
used directly relate to
research question
• Uses well-designed
search strategies and
the most appropriate
information sources
• Thoroughly analyzes
own and others'
assumptions and
evaluates relevance
of contexts
• Communicates,
organizes and
synthesizes
information. Purpose
is achieved, with
clarity and depth
• Correctly uses all
information use
strategies (described
below.) Has full
understanding of
ethical and legal
restrictions on the
use of information
• Defines general scope
of research question.
Can determine most
key concepts. Sources
used relate to
research question.
• Accesses information
with a variety of
search strategies and
relevant information
sources. Can refine
search
• Identifies own and
others' assumptions
• Communicates,
organizes, and
synthesizes
information
• Correctly uses three
information use
strategies (described
below.) Has full
understanding of
ethical and legal
restrictions on the
use of information
• Defines research
question
incompletely. Can
determine some key
concepts. Sources
used partially relate
to research question
• Uses simple search
strategies with
limited sources
• Questions some
assumptions
• Communicates and
organizes information
from sources.
Information is not
synthesized
• Correctly uses two
information use
strategies (described
below). Has some
understanding of
ethical and legal
restrictions on the
use of information
1
• Cannot define
research question.
Sources used do not
relate to research
question
• Accesses information
randomly; retrieves
information that lacks
relevance and quality
• Sometimes labels
assertions as
assumptions
• Communicates
information from
sources, information
is fragmented and/or
used inappropriately
• Correctly uses one
information use
strategy (defined
below). Has minimal
understanding of
ethical and legal
restrictions on the
use of information
Number of students who participated in this assessment
but failed to meet Performance Level 1.
This template is adapted from the VALUE (Valid Assessment of Undergraduate Education) rubric of the Association of American Colleges and
Universities.
Information Use Strategies: (1) Use of citations and references (2) Choice of paraphrasing, summary, or quoting (3) Using information in ways
that are true to original context (4) Distinguishes between common knowledge and ideas that require attribution
Page 2 of Reporting Template
Department/Program:
Semester, Year of Assessment:
Assessment Method: Course(s) Number (not section), student work product that was evaluated, brief
description of the rubric or evaluation instrument used (a copy would be appreciated.)
Executive Summary: Please briefly describe your findings, and your interpretations of the findings.
Recommendations: Please provide any suggestions you have for improvement (e.g., from minor
adjustments to the course, to changes to the assessment method, to major changes in KU’s approach to
the learning goal)