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It can be a challenge to decide which SAILS or TATIL test is the best one for your needs. Here I will take a few minutes to explain why we offer so many test options and how to determine which one is right for you.

The construct of information literacy is very broad. If you think about it as a light spectrum, it includes everything from infrared to ultraviolet. Many important concepts such as authority, intellectual property, search strategies, scholarship, and research are included. There is a lot to cover if you are going to assess your students’ information literacy capabilities. In order to make testing of these concepts manageable, we have grouped them in various ways.

Project SAILS has eight skill sets that we developed using the ACRL Information Literacy Competency Standards for Higher Education as a source for our
learning objectives. There are 162 test questions across the eight skill sets. The skill sets allow for in-depth scoring.

Threshold Achievement Test for Information Literacy (TATIL) has four modules. Using the ACRL Framework for Information Literacy as a guide, our advisory board created performance indicators for the entire IL construct that we then combined into modules. There are a total of 101 test questions across the four modules. These modules allow for in-depth scoring.

We think it's important to make tests that can be administered in a standard class hour. This means we cannot ask a student to answer every SAILS question or every TATIL question. Instead students answer a subset of the full test question bank.

We would also like to be able to give each student an individual score when possible. For many institutions receiving individual student scores is necessary in order to achieve their goals. Having individual scores also means we can generate a custom report for each student highlighting their strengths and making recommendations.

I have covered the three aspects of information literacy testing. We call these Breadth, Depth, and Individualization. Breadth indicates how much of the IL construct is covered, from partial to complete. Depth indicates how granular the reporting is, from shallow to deep. And Individualization indicates whether an individual student receives a score.

When having someone do a job for you, the old saying goes: Good, cheap, fast -- pick two. When deciding on a testing option you have a similar choice: Breadth, Depth, Individualization -- pick two. Here’s why:

...continue reading "SAILS and TATIL: Why Are There So Many Test Options?"

Cynthia Kane, Emporia State University
Cynthia Kane, Emporia State University, Kansas, USA

Cynthia Kane joined the Advisory Board of the Threshold Achievement Test for Information Literacy in 2017. Here she answers questions about her work and her passion for assessment.

Question: Please tell us about your current job. 

Cynthia: I am currently the Director of Assessment at the Emporia State University Libraries and Archives. I oversee all aspects of assessment initiatives in our program, including information literacy assessments. I also represent the Libraries and Archives on two university-wide committees:  the Student Learning Assessment Council and the Higher Learning Commission Leadership Team. I really enjoy these last two opportunities because it’s given me a wider audience to highlight the impact of the academic library in student learning and success throughout their undergraduate and graduate careers.

Q: Do you teach? How has your approach to teaching changed since you started?

Cynthia: I have taught library instruction sessions in undergraduate and graduate courses for over 25 years. In addition, I served for years as an adjunct faculty member for ESU’s School of Library and Information Management. I presently coordinate the scheduling and teach sections of UL100, Research Skills, Information and Technology. This course counts for the “Information Technology” General Education requirement at ESU. My approach to teaching hasn’t really changed over the years – mainly, just being aware that technology tools will change, but the need to know how to find and use information effectively will never change!

Q: How has your library approached the Framework?

Cynthia: We’re working through that right now!  Our UL100 course will be 3 credit hours in Fall 2018 and we are reworking our course curriculum not only to accommodate ...continue reading "Meet the TATIL Advisory Board: Cynthia Kane"

Suppose that you think students should be knowledgeable about the rights and responsibilities of information creation. Furthermore, they should be able to recognize social, legal, and economic factors affecting access to information. These two statements form the basis of the Module 4 – The Value of Information – of the Threshold Achievement Test for Information Literacy (TATIL). In this post, I will describe the development of TATIL test knowledge questions. How do we go from a concept to a set of fully formed, sound test questions?

It begins with outcomes and performance indicators written by members of the TATIL advisory board and inspired by the ACRL Framework for Information Literacy. An iterative process of review and revision guided by the TATIL project leader Dr. April Cunningham results in the foundation for writing test questions.

...continue reading "Genesis of a Test Question"

The cornerstone of the Threshold Achievement Test for Information Literacy are the outcomes and performance indicators we wrote that were inspired by the ACRL Framework for Information Literacy for Higher Education.

Working with members of our Advisory Board, we first defined the information literacy skills, knowledge, dispositions, and misconceptions that students commonly demonstrate at key points in their education: entering college, completing their lower division or general education requirements, and preparing for graduation. These definitions laid the groundwork for analyzing the knowledge practices and dispositions in the Framework in order to define the core components that would become the focus of the test. Once we determined to combine frames into four test modules, the performance indicators were then used to guide item writing for each of the four modules. Further investigation of the Framework dispositions through a structural analysis led to identifying and defining information literacy dispositions for each module.

...continue reading "From Framework to Outcomes to Performance Indicators, Plus Dispositions!"

After three years of development, two years of field testing, and countless hours of creative innovation and hard work, Carrick Enterprises is proud to announce the availability of the Threshold Achievement Test for Information Literacy!

We are fortunate to work with many librarians, professors, measurement and evaluation experts, and other professionals on the development of this test. We are grateful for the opportunity to collaborate with these creative people and to benefit from their insights and wisdom.


Test Item Developers
Jennifer Fabbi – Cal State San Marcos
Hal Hannon – Palomar and Saddleback Colleges
Angela Henshilwood – University of Toronto
Lettycia Terrones – Los Angeles Public Library
Dominique Turnbow – UC San Diego
Silvia Vong – University of Toronto
Kelley Wantuch – Los Angeles Public Library

Test Item Reviewers
Joseph Aubele – CSU Long Beach
Liz Berilla – Misericordia University
Michelle Dunaway – Wayne State University
Nancy Jones – Encinitas Unified School District

Cognitive Interviewers
Joseph Aubele – CSU Long Beach
Sophie Bury – York University, Toronto
Carolyn Gardner – CSU Dominguez Hills
Jamie Johnson – CSU Northridge
Pearl Ly – Skyline College
Isabelle Ramos – CSU Northridge
Silvia Vong – University of Toronto

Field Test Participants
Andrew Asher – Indiana University
Joseph Aubele – California State University, Long Beach
Sofia Birden – University of Maine Fort Kent
Rebecca Brothers – Oakwood University
Sarah Burns Feyl – Pace University
Kathy Clarke – James Madison University
Jolene Cole – Georgia College
Gloria Creed-Dikeogu – Ottawa University
David Cruse – Adrian College
April Cunningham – Palomar College
Diane Dalrymple – Valencia College
Christopher Garcia – University of Guam
Rumi Graham – University of Lethbridge
Adrienne Harmer – Georgia Gwinnett College
Rosita Hopper – Johnson & Wales University
Suzanne Julian – Brigham Young University
Cynthia Kane – Emporia State University
Martha Kruy – Central Connecticut State University
Jane Liu – Pomona College
Talitha Matlin – California State University at San Marcos
Courtney Moore – Valencia College
Colleen Mullally – Pepperdine University
Dena Pastor – James Madison University
Benjamin Peck – Pace University
Carolyn Radcliff – Chapman University
Michelle Reed – University of Kansas
Stephanie Rosenblatt – Cerritos College
Heidi Senior – University of Portland
Chelsea Stripling – Florida Institute of Technology
Kathryn Sullivan – University of Maryland, Baltimore County
Rosalind Tedford – Wake Forest University
Sherry Tinerella – Arkansas Tech
Kim Whalen – Valparaiso University

Standard Setters
Joseph Aubele – California State University, Long Beach
Stephanie Brasley – California State University Dominguez Hills
Jennifer Fabbi – California State University San Marcos
Hal Hannon – Palomar and Saddleback Colleges
Elizabeth Horan – Coastline Community College
Monica Lopez – Cerritos College
Natalie Lopez – Palomar College
Talitha Matlin – California State University San Marcos
Cynthia Orozco – East Los Angeles College
Stephanie Rosenblatt – Cerritos College

The Threshold Achievement Test for Information Literacy (TATIL) measures student knowledge and dispositions regarding information literacy. The test is inspired by the Association of College and Research Libraries' Framework for Information Literacy for Higher Education and by expectations set by the nation's accrediting
agencies. TATIL offers librarians and other educators a better understanding of the information literacy capabilities of their students. These insights inform instructors of improvement areas, guide course instruction, affirm growth following instruction, and prepare students to be successful in learning and life. Each test is made up of a combination of knowledge items and disposition items.
...continue reading "It’s Here! Announcing the Threshold Achievement Test for Information Literacy!"