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The Slow Assessment Movement: Using Homegrown Rubrics and Capstone Projects for DIY Information Literacy Assessment

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The Slow Assessment Movement: Using Homegrown Rubrics and Capstone Projects for DIY Information Literacy Assessment The Slow Assessment Movement: Using Homegrown Rubrics and Capstone Projects for DIY Information Literacy Assessment Darcy Gervasio, Kimberly Detterbeck, and Rebecca Oling This paper will explore how librarians at Purchase College leveraged ideas from the slow move- ment and authentic assessment to design a rubric to assess information literacy skills in senior proj- ects. We will discuss how we normed and tested the rubric and share the next steps in this process. Introduction: find a means to measure student success, standard- Purchase College was established in the late 1960s ized tests initially seemed like the fastest, most con- by then Governor Nelson Rockefeller as a landmark venient, most “measurable” option. During the campus within the SUNY system that could marry the 2010–2011 academic year, the Library’s Assessment liberal and creative arts. Born of that perspective, the Working Group compared several commercial tools college has long required students to create “senior for programmatic level assessment of students’ infor- projects.” A college-wide requirement for both bach- mation literacy skills, including Information Literacy elors of arts and science degrees, the senior project is Test (ILT), Project SAILS, and iSkills by ETS. Our the capstone and hallmark of the Purchase education- analysis determined that the one-size-fits-all nature al experience; many projects cross disciplines with of these third-party assessments did not reflect the re- unique results. Students devote two semesters to an search experience of students using Purchase College in-depth, original, creative study. These research arti- Library resources.2 facts provide evidence of how graduating seniors use Standardized tests for information literacy assess- information and demonstrate research skills. Since ment are also challenging to implement longitudi- 1973, the Purchase College Library has collected, ar- nally. Working with the College Writing program, the chived, and cataloged senior projects from the School Library could easily recruit freshmen to take a stan- of Liberal Arts and Sciences.1 Since they are archived dardized test, but it would be significantly more diffi- in the Library (or, more recently, online), senior proj- cult for the Library to recruit seniors to participate in ects are easy for librarians to access. such an assessment without a broader campus-wide Despite easy access to senior projects, when the curricular mandate.3 Without a mandate, assessment Library’s Assessment Working Group was asked to of seniors would rely on self-selected volunteers and Darcy Gervasio is Reference and Instruction Librarian, Purchase College, e-mail: [email protected]; Kimberly Detterbeck is Art Librarian, Purchase College, e-mail: [email protected]; Rebecca Oling, Coordinator of Instruction and Literature Librarian, Purchase College, e-mail: [email protected] 721 722 Darcy Gervasio, Kimberly Detterbeck, and Rebecca Oling therefore diminish the authenticity of our results. We namism of the information age. The secret is needed meaningful data based on actual student re- balance: instead of doing everything faster, do search products, not test scores, in order to fully and everything at the right speed. Sometimes fast. practically assess the level of information literacy Sometimes slow. Sometimes somewhere in be- skills demonstrated by Purchase College students. We tween. Being Slow means never rushing, never needed something local and more authentic. And we striving to save time just for the sake of it. It had that in front of us in our senior projects. As an means remaining calm and unflustered even alternative to testing, we developed a rubric-based as- when circumstances force us to speed up.7 sessment of senior projects. The philosophy of Slow has been applied to food, Authentic Assessment & Slow travel, work, sex, architecture, parenting, fashion, web Assessment design, technology, reading, and education. The Slow Focusing on senior projects was a natural fit for us. Movement is making small inroads into Library and Not only were they easy for librarians to access, but Information Science as well. A 2014 Delphi study of they represent the culmination of a student’s under- seventeen librarians concluded that Slow principles graduate education. Each project is created within the are useful as a user-centric lens for understanding student’s own discipline, and students often use these information-seeking behavior: “Slow may be better to market themselves to employers after graduation. seen as a focus on speed and choice, in information Authentic assessment, as defined by Gulikers, is as- terms” and on “the power that an individual has, par- sessment that requires students to “use the same com- ticularly in the context of everyday life, to choose [re- petencies, or combinations of knowledge, skills, and search] options according to reflectively determined attitudes, that they need to apply in the criterion situ- need, rather than being swayed by conventional soci- ation in professional life.”4 Sometimes called “perfor- etal forces.”8 The focus on choice and socio-economic mance or direct assessment,” authentic assessment is forces recalls the values in the “threshold concepts” distinguished from standardized testing because stu- that form the basis for ACRL’s revised Framework for dents “actually demonstrate skills rather than answer Information Literacy in Higher Education, suggesting questions about them.”5 that Slow principles have much relevance to librarian- Authentic assessment dovetails perfectly with the ship today. principles of the Slow Movement which focus on re- The common threads in Slow Reading, Slow Edu- flection, choice, leveraging local assets, and resisting cation, and Slow Technology are reflection, choice, cultural pressures to hurry. The Slow Movement has and meeting local or individual needs. Slow Technol- its origins in the Slow Food Movement. Begun in Italy ogy seeks to counter technological determinism and in 1989, Slow Food resists fast food and “fast life,” the the better, faster, stronger mentality which have driven over-industrialization and obsession with speed that information technology (IT) development for years afflicts many Western nations.6 The Slow Movement and have lead to planned obsolescence and a culture rejects this “cult of efficiency” and “time sickness” in that is always on. Instead, Slow Tech proponents ad- favor of doing things at a more natural pace. Yet it is vocate clean, sustainable IT driven by careful reflec- not necessarily about doing everything slowly. As Carl tion.9 Similarly, Slow Education emphasizes reflective Honoré explains in his seminal book In Praise of Slow- learning. Arguing for reforms to accelerated nursing ness: education programs, Sellman points out that “ideas of Slow are consistent with much that is known about [T]he Slow movement offers [a] middle path, learning. It is known that students learn in different a recipe for marrying la dolce vita with the dy- ways and at different speeds.”10 Sellman recommends ACRL 2015 The Slow Assessment Movement 723 building time for reflection into nursing curricula Defining Slow Assessment and valuing quality over quantity. “Slow encourages Drawing on the ideas of the Slow Movement, par- a step back from haste in all things, a re-appraisal of ticularly Slow Technology, Slow Reading, and Slow the obsession with quantity towards the appreciation Education, we offer Slow Assessment as a model of quality.”11 Ashworth explains that it’s important for that emphasizes reflection, choice, and meeting lo- K-12 teacher education programs to set aside time for cal needs to provide more meaningful evaluations contemplation and deliberation as well; she laments of library services and students’ research skills and “standardized degrees” and how the rigid nature of to combat the corporatization of higher education. teacher training programs in North America “mimic Slow Assessment embraces reflection throughout the the structure and speed of the business world.”12 Berg process. Common pitfalls such as poorly-construct- and Seeber address similar concerns from the per- ed surveys and a failure to “close the loop” can result spective of university faculty in their empowering ar- from rushed planning and opting for the quickest, ticle about Slow principles in higher education: “By most convenient path, often compounded by outside taking time for deliberation, reflection, and dialogue, pressures and deadlines set by administrators or ac- the Slow Professor takes back the intellectual life of creditation bodies. Program-level assessment in uni- the university.”13 versities is often treated as a series of hoops to jump Slow Education and Slow Reading proponents op- through so administrators can check boxes to ensure pose standardized testing and “teaching to the test” and a program is meeting bare-bones requirements. Slow seek to combat the McDonaldization of education.14 In Education advocates object to this corporate mental- a widely cited critique of No Child Left Behind, Mau- ity which prizes fast metrics over reflective, meaning- rice Holt compared the standardization of education ful evaluation. These pressures lead libraries to resort with the “deterministic thinking that governs the pro- to cursory, easily quantifiable metrics like gate counts, duction of fast food.”15 In Holt’s view, “between the pre- circulation stats, website hits, or raw numbers of in- cision of tests and the raw variety of classroom
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