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Information Literacy Program at Decker Library

A toolkit for MICA's Information Literacy Program

Do I need a rubric?

Yes! No! It really depends.

If you're teaching a class that meets more than once, it may be useful to build in a rubric to help assess performance. It's particularly helpful to work on the rubric with the faculty member teaching the course.

Questions to ask yourself:

  • What do the students really need to get out of this session?
  • How can I make that assessable?

Sample Rubrics

Sample Rubric from MPS Course Orientation

Accomplished

Developing

Insufficient

Research & Comprehension

Students complete worksheet with appropriate detail and examples.

Students are clearly able to articulate how the data is recorded, presented, and organized.

Students complete the worksheet and are able to articulate how the data is recorded, presented, and organized.

Students do not adequately articulate how the data is recorded, presented an organized on their worksheet.

Presentation

Students clearly articulate their findings to the group.

Students are able to assess the potential usefulness of research and data resources in their field.

Students are able to articulate their findings to the group.

Students are unable to articulate their findings to the group.

 

Sample Rubric from Modernism and After

 

Learning Objectives:

By the end of this session, you will be able to:

  • quickly evaluate information sources

  • work efficiently in a group dynamic

  • clearly present your research findings to your colleagues

Accomplished

Developing

Insufficient

Research & Comprehension

Students complete worksheet with appropriate citations.

They list concise keywords and are able to provide details about the database and image used.

Students complete the worksheet but do not provide adequate details about citations, the database and images used.

Students do not adequately complete the worksheet.

Presentation

Students clearly articulate their findings to the group with 3-5 slides that involve key images and terms.

Students are able to discuss their research process as well as their findings.

Students are able to articulate their findings to the group with 3-5 slides that involve key images and terms. Students describe the outcomes of their research but do not touch on their research process.

Students are unable to articulate their findings to the group.  Slides are not well thought out and/or are incomplete.

Teamwork

Students work together in a way that is cohesive and produces a final product that is collaborative and cohesive.

Students work together but do not evenly share the labor.

Not all students participate in the research and/or presentation.

Decker Library at the Maryland Institute College of Art | Location: 1401 W. Mount Royal Ave., Baltimore, MD 21217 | Mailing: 1300 W. Mount Royal Ave., Baltimore, MD 21217

Research Help: 410-225-2273 / refer@mica.edu | General Questions: 410-225-2272 / circ@mica.edu

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