Purpose – The purpose of this paper is to provide an overview of the learning outcomes assessment process and a five‐step, systematic approach for incorporating learning outcomes assessment into information literacy instruction. The paper focuses specifically on using performative and authentic assessments to measure higher‐level skills and ensure that students are able to perform the information literacy skills that library instruction programs intend to teach.Design/methodology/approach – The authors reviewed current assessment literature from both the information literacy and instructional design fields and pulled successful examples from their respective institutions in order to provide an overview of how best to incorporate performative and authentic assessment into the information literacy instruction process. This also includes discussions of assessment terminology, tools, and strategies.Findings – Engaging in learning outcomes assessment can be invaluable when performed as part of the information ...
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