This is the rubric used to assess information literacy for General Education at Adelphi University. The rubric is based on the AAC&U Value rubrics and is constructed based on the Information Literacy Standards. Though the Standards have been rescinded by ACRL, they provide a useful basis for assessing student work products.
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Capstone 4 |
Milestone 3 |
Milestone 2 |
Benchmark 1 |
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Determine the Extent of Information Needed Identify |
Effectively defines the scope of the research question or thesis. Effectively determines key concepts. Types of information (sources) selected directly relate to concepts or answer research question. | Defines the scope of the research question or thesis completely. Can determine key concepts. Types of information (sources) selected relate to concepts or answer research question. | Defines the scope of the research question or thesis incompletely (parts are missing, remains too broad or too narrow, etc.). Can determine key concepts. Types of information (sources) selected partially relate to concepts or answer research question. | Has difficulty defining the scope of the research question or thesis. Has difficulty determining key concepts. Types of information (sources) selected do not relate to concepts or answer research question. |
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Access the Needed Information Access |
Accesses information using effective, well-designed search strategies and most appropriate information sources. | Accesses information using variety of search strategies and some relevant information sources. Demonstrates ability to refine search | Accesses information using simple search strategies, retrieves information from limited and similar sources. | Accesses information randomly, retrieves information that lacks relevance and quality. |
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Evaluate Information and its sources critically for authority , accuracy, currency , reliability and purpose
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Systematically and methodically uses advanced criteria to evaluate information and sources. Demonstrates the relevance of information and sources used in an appropriate context when presenting a position. | Uses some advanced criteria(e.g. authority and purpose) to evaluate information and sources. Includes relevant sources and appropriately synthesizes information to present a position. | Shows an emerging awareness of how to identify and evaluate appropriate information and sources. Some information is presented out of context. | Shows little awareness of how to identify and evaluate appropriate information and sources. information is randomly included and lacks relevance. |
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Use Information Effectively to Accomplish a Specific Purpose Use Effectively |
Communicates, organizes and synthesizes information from sources to fully achieve a specific purpose, with clarity and depth | Communicates, organizes and synthesizes information from sources. Intended purpose is achieved. | Communicates and organizes information from sources. The information is not yet synthesized, so the intended purpose is not fully achieved. | Communicates information from sources. The information is fragmented and/or used inappropriately (misquoted, taken out of context, or incorrectly paraphrased, etc.), so the intended purpose is not achieved. |
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Access and Use Information Ethically and Legally Use Ethically |
Students use correctly all of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrate a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. | Students use correctly three of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. | Students use correctly two of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. | Students use correctly one of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. |