Toward large scale assessment of information and communication technology literacy: Implementation considerations for the ETS ICT literacy instrument

Purpose - The purpose of this paper is to provide guidance to those contemplating or preparing to administer a large scale information literacy assessment such as the ETS ICT assessment instrument. The case studies and literature review provide real life examples of how to consider implementing the ETS ICT instrument with special attention to issues such as collaboration, timing, marketing, budgeting, and developing a strategy that includes a discussion of how testing results will inform campus information literacy curriculum development and programming. Design/methodology/approach - The planning and implementation by two California State University campuses that administrated beta test versions of the ETS ICT assessment instrument are documented. Background about ICT and guidance for future administrations of large scale assessments on university and college campuses are discussed. Findings - The paper provides background information, techniques and guidance for academic librarians contemplating future administrations and usages of large scale assessments of student information and communication technology skills, like the ETS ICT assessment. Examples of necessary planning stages and collaboration are provided as well as a discussion of the value of large scale assessments for students, campuses and information literacy programs. Practical implications - This paper offers guidance for academic librarians and libraries interested in assessing their information literacy programs and/or working within their university to conduct a large scale assessment of student ICT literacy skills using the ETS ICT assessment instrument. Originality/value - The strategies and ideas presented in this paper will help inform other academic libraries and librarians faced with administrating and implementing a large scale assessment instrument such as the ETS ICT instrument.

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