iSkills™ Case Studies
When Morehouse College administrators wanted a targeted approach to measuring both core curriculum competency levels and Information and Communication Technology (ICT) literacy skills, they turned to ETS. Using a combination of ETS® Proficiency Profile and iSkills™ assessment results, the General Education department receives an in-depth analysis of student proficiency and program effectiveness. "Today, these levels of proficiency ... are equated with accountability in student learning," says Hazel A. Ervin, Director of General Education and Associate Professor of English. Additionally, this knowledge helps drive program enhancements for improved student learning outcomes.
University of Wisconsin – Green Bay
A pilot program of more than 100 freshmen enrolled in English Composition took the iSkills Core assessment. David Dettman, Academic Librarian, said, "Students felt very strongly that the test dealt with skills they need to succeed in the classroom and in the workplace." He also added, "Initially, the faculty that allowed us to administer the assessment did not have much of an opinion one way or another. But once our data came out, faculty from Information Services were interested. Administration is excited about our results." In addition, the iSkills Advanced assessment will be administered to juniors in the Information Sciences program.
North Carolina School of the Arts (NCSA)
NCSA made a commitment to help students improve their Information and Communication Technology (ICT) skills — skills they needed to find jobs and market their portfolios. The professional artists on the faculty were not trained in assessment or test design and administration. The college needed a tool that was easy to use, and decided that ETS's iSkills assessment (the former ICT Literacy Assessment) was the first and only choice. According to Geri Cochran, Director of the Office of Institutional Research, "iSkills was a good fit as NCSA began to instruct faculty and students on the need for technology in the college's traditional conservatory curriculum." NCSA is hoping to use test results to place students.
Richard Stockton College of New Jersey
Faculty and administrators needed an assessment that could measure students' Information and Communication Technology (ICT) skills and track student learning outcomes. They also needed an assessment that was applicable for students in all areas of study. ETS's iSkills assessment provided valid, reliable results on students' proficiency levels and helped the college design instructional methods to strengthen students' ICT competencies across the curriculum. A multi-year sampling plan has been approved; data is being used for instruction and program assessment.
Purdue University identified two goals related to Information and Communication Technology (ICT) literacy: to establish ICT literacy best practices and to apply these practices university wide. To achieve these goals, Purdue needed to determine students’ baseline ICT skills and then develop a sharable information repository. The university used ETS’s iSkills assessment to measure students' ability to navigate, critically evaluate and make sense of information in a technological environment. Today, Purdue uses the iSkills assessment at the beginning and end of a course to compare how students perform over time and to assess the effectiveness of instructional methods for ICT literacy.
New Jersey Institute of Technology (NJIT)
NJIT librarians and faculty developed a plan to make use of both the real-time, scenario-based tasks offered by the ETS iSkills assessment and the portfolio system of writing assessment used by its Department of Humanities. The plan included establishment of an Information Literacy Scale (ILS), evaluation of student writing portfolios against the ILS, and administration of the iSkills assessment to a comprehensive sample of NJIT undergraduate students. Findings revealed varying correlations between ILS ratings of the portfolios and scores on the iSkills assessment. Data analyses enhanced the team's understanding of information literacy requirements. They have since implemented recommendations to administer the iSkills assessment across the curriculum and add first-year writing courses to integrate writing and information literacy within the curriculum.
California State University (CSU)
CSU is committed to providing opportunities to help students achieve their goals and succeed in the workforce. This makes preparing them for today’s technology-driven marketplace a high priority. After trying other ways to assess students’ ICT literacy skills, CSU turned to ETS's iSkills assessment for an easy-to-administer, reliable and valid assessment for in-depth data on students’ abilities. By using the iSkills assessment, CSU is able to provide students with individual scores and diagnostic feedback on the seven ICT proficiencies the test measures. "Students know where they stand and what they have to do to be proficient in these critically important areas," said Gordon W. Smith, Director of Systemwide Library Initiatives, Office of the Chancellor.
For more information about the iSkills assessment, contact an ETS Advisor.
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