The Procedure of Assessing Information Literacy Skills of SHS ALS Students

Introduction:
Information literacy is a crucial skill that enables individuals to effectively
find, evaluate, and use information to meet their information needs. Assessing the
information literacy skills of Senior High School (SHS) Alternative Learning System
(ALS) students is essential to identify their strengths and weaknesses in this
area. This academic writing aims to outline the procedure for assessing the
information literacy skills of SHS ALS students.

Procedure:
1. Define the objectives: The first step in assessing information literacy skills
is to clearly define the objectives of the study. This involves identifying the
specific skills and competencies that need to be evaluated, such as the ability to
search for information, critically evaluate sources, and ethically use information.

2. Select appropriate assessment tools: Once the objectives are defined,

appropriate assessment tools need to be selected. These tools can include written
tests, practical assignments, or observation-based assessments. It is important to
choose tools that align with the objectives and provide reliable and valid results.

3. Develop assessment materials: Based on the selected assessment tools, assessment

materials need to be developed. This may involve creating test questions, designing
assignments, or preparing observation checklists. The materials should be clear,
concise, and aligned with the identified objectives.

4. Pilot testing: Before implementing the assessment, it is advisable to conduct a

pilot test. This involves administering the assessment materials to a small group
of SHS ALS students to identify any potential issues or areas for improvement. The
feedback obtained from the pilot test can be used to refine the assessment
materials.

5. Administer the assessment: Once the assessment materials are finalized, they can
be administered to the target group of SHS ALS students. This can be done in a
controlled environment, such as a classroom or computer lab, to ensure standardized
conditions for all participants. Clear instructions should be provided to the
students regarding the assessment process.

6. Collect data: During the assessment, data should be collected systematically.

This can involve recording students' responses, evaluating their performance, or
documenting their behavior during practical assignments. The data collected should
be organized and stored securely for further analysis.

7. Analyze the data: After data collection, the next step is to analyze the
obtained data. This can be done using statistical techniques, qualitative analysis,
or a combination of both, depending on the nature of the assessment. The analysis
should focus on identifying patterns, trends, and areas of improvement in the
information literacy skills of SHS ALS students.

8. Interpret the results: Once the data is analyzed, the results need to be
interpreted. This involves drawing conclusions based on the findings and relating
them to the initial objectives of the study. The interpretation should be objective
and supported by evidence from the data analysis.

9. Report the findings: The final step is to report the findings of the assessment.
This can be done through a written report, presentation, or any other appropriate
format. The report should include a clear description of the assessment procedure,
the results obtained, and recommendations for improving information literacy skills
among SHS ALS students.
Conclusion:
Assessing the information literacy skills of SHS ALS students is a crucial step in
identifying their strengths and weaknesses in this area. By following a systematic
procedure, including defining objectives, selecting appropriate assessment tools,
developing assessment materials, administering the assessment, collecting and
analyzing data, interpreting the results, and reporting the findings, educators and
policymakers can gain valuable insights to enhance information literacy education
among SHS ALS students.