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Assessing information literacy learning outcomes enables you to measure the extent of students’ learning, in order to identify gaps in understanding which can be further supplemented and to determine the effectiveness of your teaching. Where IL learning outcomes are integrated within the overall module learning outcomes, try to ensure that they are included in the module’s assessment. This needs planning well ahead in close conjunction with the module leader in the School.

Student Experience and Academic Standards

The Assessment section of the University’s Student Experience and Academic Standards web pages gives Cardiff’s full assessment policies and practices.

Generic Assessment Criteria

You may also wish to refer to the university’s Generic Assessment Criteria which note that ‘the purpose of a Cardiff education is to enable students to achieve the mastery of a specific discipline or subject together with the development of advanced personal and professional skills and attributes that will equip students for employment in the modern world and enable them to fulfil their potential and responsibilities as citizens’. A number of generic criteria that can be used in assessing student achievement are outlined.

The criterion ‘Academic and information literacy’ is defined as: ‘The ability to identify information needs, to locate, manage, authenticate and critically evaluate a range of sources. The ability to select and apply appropriate tools to manage, manipulate, and process information effectively.’


Our own advice for University Library Service staff involved in assessing IL teaching begins with tips on designing assessment.


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