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Profiling Students’ Understanding: Using TRAILS to Assess 9 th Grade Information Literacy Skills

Profiling Students’ Understanding: Using TRAILS to Assess 9 th Grade Information Literacy Skills. http://www.trails-9.org. Barbara F. Schloman Libraries & Media Services. Institute for Library and Information Literacy Education. ILILE goals:

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Profiling Students’ Understanding: Using TRAILS to Assess 9 th Grade Information Literacy Skills

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  1. Profiling Students’ Understanding:Using TRAILS to Assess 9th Grade Information Literacy Skills http://www.trails-9.org Barbara F. SchlomanLibraries & Media Services

  2. Institute forLibrary and Information Literacy Education ILILE goals: • To foster successful collaboration among K-12 teachers and library media specialists • To advance library and information literacy in the K-12 school curriculum. Federally funded through the Institute of Museum and Library Services (IMLS) and the U.S. Department of Education.

  3. Tool for Real-time Assessment of Information Literacy Skills Goal: To create a tool to assist library media specialists in measuring the information literacy competencies of high school students. Specific objectives: • Standards-based • Available on the Web at no cost • Easy to administer • Insure privacy • Report outcomes by student and by class

  4. Developing TRAILS Based on information literacy competencies in: • Ohio Academic Content Standards • AASL Information Power

  5. Ohio Academic Content Standards Review of all Ohio Academic Content Standards by standard, benchmark, indicator.

  6. Information Power Review of standards and indicators and how they relate to the 9th – 12th grade student group.

  7. Categorizing the Standards Standards reviewed for common themes and categorized: • Appreciation • Recognize information need • Formulate questions • Develop/use successful search strategies • Access/locate information • Evaluate sources • 7. Evaluate information • 8. Use information • 9. Responsible, ethical use • 10. Contributes to learning community • 11. Communication • 12. Evaluate product and process

  8. Developing Assessment Items Establishing Priority Competencies Within each category the information literacy skills common across the standards were identified and prioritized. Developing Objectives Assessment objectives were developed to address the priority competency areas. Writing Items Items were then written to address the assessment objectives for each category.

  9. Testing and Revising Items Field Testing of Items Field testing of items by volunteer library media specialists working with a small number of 9th grade students. • Were the items understandable as written? • Were they measuring what was intended? Revisions made.

  10. Phase 1: January – August 2006 • Usage: 400 account holders by April; 1,000 by June. • Feedback: Comments received throughout Phase 1, plus a user survey conducted in May. • Enhancements: Improvements to items and user interface.

  11. Phase 2 Enhancements • Redefinition of competencies into 5 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 • Pre/Post assessment (10 items) for each of the 5 categories.

  12. Phase 2 Enhancementscontinued…. • Capability to retain use of student code assignments across sessions. • Capability to review session with students showing their individual responses. Made available September 2006

  13. Using Trails On the Web at:http://www.trails-9.org

  14. About TRAILS

  15. Create an Account

  16. Create a Session

  17. View

  18. Create aSession

  19. CurrentSessions

  20. AdministrationDetails

  21. CurrentSessions

  22. Closed Sessions

  23. View Class Report

  24. Student Report

  25. Student Review

  26. Reported Use We just administered and analyzed our first set of TRAILS tests and as a result I felt energized about our ideas for an information literacy curriculum at the high school this coming year. We learned a great deal about what our students do and do not know with regard to online and print resources and have set in place a series of targeted lessons to maximize our student’s time in the library and their use of these resources. The timing of the availability of this assessment has proved to be exactly in line with our school district’s overall “literacy” objectives. Kathy LawrenceCleveland Heights High SchoolCleveland Heights, OH

  27. Overall Use • 1,430 accounts as of today • Representing all 50 states plus the District of Columbia and the Virgin Islands • And 20 countries….

  28. TRAILS Accounts by Country (non-U.S., September 2006)

  29. http://www.trails-9.org We welcome your use of TRAILSand your comments and suggestions. Barbara F. Schloman schloman@kent.edu

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