skip to main content skip to footer

The Assessment of Information Literacy: A Case Study ICT NJIT ILS

Katz, Irvin R.; Elliot, Norbert; Attali, Yigal; Scharf, Davida; Powers, Donald E.; Huey, Heather; Joshi, Kamal; Briller, Vladimir
Publication Year:
Report Number:
ETS Research Report
Document Type:
Page Count:
Subject/Key Words:
Information and Communication Technology (ICT) Literacy, iSkills Assessment, New Jersey Institute of Technology (NJIT), Information Literacy Scale (ILS), Portfolio Assessment, Performance Assessment, Writing Assessment, Construct Validity


Across all class levels, iSkills scores varied as expected. First-year basic skills writing students performed at lower levels than first-year students enrolled in traditional composition and cultural history courses; seniors performed at higher levels than sophomores and juniors. Because the NJIT ILS scores were designed to be curriculum sensitive, portfolio scores did not similarly follow grade levels. Analyses revealed weak correlations between portfolio and Advanced iSkills scores. As two associated yet distinct systems of inquiry designed to explore undergraduate student performance, the ETS iSkills assessment and the NJIT ILS—taken both individually and together—yield important information regarding student performance.

Read More