Results of the Standardized Assessment of Information Literacy Skills (SAILS) for University of Virgin Islands Administration: STX 2012 Fall Fresh Report Date: December 2012 www.ProjectSAILS.org © Kent State University A service of Carrick Enterprises, Inc. Replace this page with Table of Contents page, which is the last page in this file. SAILS Results - STX 2012 Fall Fresh 1 1. THE TEST AND HOW IT IS SCORED The Test The Standardized Assessment of Information Literacy Skills (SAILS) is a knowledge test with multiple-choice questions targeting a variety of information literacy skills. Questions on the SAILS test are based directly on two documents authored by the Association of College and Research Libraries: (1) Information Literacy Competency Standards for Higher Education: Standards, Performance Indicators, and Outcomes; and (2) Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians (see Appendix F). In those documents, each of five information literacy competency standards is expanded to include performance indicators, outcomes, and objectives. The SAILS test questions are derived from the outcomes and objectives. ACRL Standard 4 is not included in the SAILS test. Some outcomes or objectives from the other standards are not tested because they are either covered by other outcomes or objectives or are not suitable for multiple-choice testing. Project SAILS has taken an additional step and rearranged the outcomes and objectives from the ACRL documents have been into eight skill sets. This report gives detailed results for the eight skill sets and more general results for the four ACRL standards. The SAILS item bank has 161 items in United States - English. Each student answers 40 items from the item bank and 5 items that are in development. Appendix D contains all of the test items. The items span the eight SAILS skill sets and the four ACRL standards targeted by the test. Students respond to different sets of items, with some common items shared across the individual tests. Figure 1.1 shows how many items are in each of the subscales. Appendix E presents the items in each skill set and standard. Figure 1.1 Number of Items in Each Subscale SAILS Skill Sets Number of Items Developing a Research Strategy 32 Selecting Finding Tools 18 Searching 27 Using Finding Tool Features 14 Retrieving Sources 15 Evaluating Sources 21 Documenting Sources 14 Understanding Economic, Legal, and Social Issues 20 ACRL Standards Number of Items Standard 1: Determines the nature and extent of the information needed 39 Standard 2: Accesses needed information effectively and efficiently 75 Standard 3: Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system 21 Standard 4: NOT USED 0 Standard 5: Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally 26 The Test and How It Is Scored 2 SAILS Results - University of Virgin Islands Scoring The measurement model used by SAILS is item response theory (IRT), specifically the one-parameter Rasch model. IRT calculates scores based on a combination of item difficulty and student performance. The process begins with merging data from all institutions into a benchmark file. Student responses to the items on the test are then used to determine the difficulty level of each item. Once that determination is made, student responses are analyzed to determine an average score for each group (or cohort). Scores in the report are placed on a scale that ranges from 0 to 1000. The report gives results for several groups, including your institution overall, institutions of a similar type, and all institutions combined. Depending on the size of other cohorts and the variability of their responses, additional breakouts may be reported for class standing and majors. If you created any custom questions, breakouts for those may also appear in the report. The Test and How It Is Scored SAILS Results - STX 2012 Fall Fresh 3 2. TEST-TAKER PROFILE Figure 2.1 is a demographic profile of students who took the SAILS test at University of Virgin Islands, along with profiles for other institutions of the same type (Masters), and for all other institutions combined. The table reports the available demographic data; not all elements of demographic data were reported for all test takers. Figure 2.1 UVI -STX Institution Type: All Institutions Masters (n=114) (n=26,703) (n=66,882) Characteristics n % n % n % Class Standing Freshman 110 96.5 16,099 60.3 36,061 53.9 Sophomore 3 2.6 3,237 12.1 8,807 13.2 Junior 0 0.0 2,587 9.7 6,475 9.7 Senior 1 0.9 4,042 15.1 10,725 16.0 Other 0 0.0 721 2.7 2,112 3.2 Not reported 0 0.0 17 0.1 2,702 4.0 Student Major Agriculture/Environmental Studies 0 0.0 165 0.6 452 0.7 Architecture 0 0.0 36 0.1 198 0.3 Business 17 14.9 4,761 17.8 11,229 16.8 Communications/Journalism 3 2.6 735 2.8 1,813 2.7 Education 7 6.1 1,705 6.4 5,167 7.7 Engineering/Computer Science 10 8.8 1,598 6.0 3,505 5.2 General Studies 0 0.0 369 1.4 1,107 1.7 Health Sciences 12 10.5 4,047 15.2 11,078 16.6 History 0 0.0 341 1.3 901 1.3 Humanities 1 0.9 403 1.5 1,044 1.6 Law/Political Science 6 5.3 702 2.6 2,172 3.2 Military/Naval Science 0 0.0 22 0.1 63 0.1 Performing & Fine Arts 0 0.0 1,824 6.8 2,354 3.5 Science/Math 4 3.5 1,643 6.2 3,967 5.9 Social Sciences/Psychology 10 8.8 2,923 10.9 6,686 10.0 Other 33 28.9 3,640 13.6 9,485 14.2 Undecided 11 9.6 1,729 6.5 4,562 6.8 Not reported 0 0.0 60 0.2 1,099 1.6 Test-Taker Profile 4 SAILS Results - University of Virgin Islands 3. RESULTS BY SAILS SKILL SETS Student performance is presented in this section by skill sets, which are regroupings of the ACRL objectives for information literacy instruction. See Appendix F for the full list of the original ACRL standards, performance indicators, outcomes, and objectives. Figures and text are provided only for skill sets that have enough items and where enough data were collected to allow for analysis on the skill set. The first part of this section reports findings from across the skill sets, with a Summary of Results followed by Detailed Results in a table. The second part of this section focuses on each of the individual skill sets. A. Across the Skill Sets Summary of Results Students at University of Virgin Islands performed worse than the institution-type benchmark on the following SAILS Skill Sets: Developing a Research Strategy Selecting Finding Tools Searching Using Finding Tool Features Retrieving Sources Evaluating Sources Documenting Sources Understanding Economic, Legal, and Social Issues To identify which skill sets were easier and which were more difficult for University of Virgin Islands students, below are the skill sets ordered by performance, from best to worst. Skills set scores cannot be directly compared to each other. Instead, the ordering reflects the magnitude of difference between your institution's mean and the institution-type benchmark mean. We calculate the mean and standard deviation of all of the Administrations in the benchmark for each skill set. The ranking is then the distance your mean is from the benchmark mean as a fraction of the standard deviation. Best Using Finding Tool Features Selecting Finding Tools Searching Understanding Economic, Legal, and Social Issues Developing a Research Strategy Evaluating Sources Documenting Sources Retrieving Sources Worst Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 5 Detailed Results - Data Table Scores are placed on a scale that ranges from 0 to 1000. In the following table, the average score for each group is reported. Standard errors above and below the score are indicated with ±. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. The true group average score falls between two numbers. Those numbers can be calculated by adding and subtracting the standard error to the reported score. For example, a reported score of 525 with a standard error of ± 5 has a range from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores overlap. Ranges of scores that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. Figure 3.1 Data Table Showing Overall Scores Across All SAILS Skill Sets University of Virgin Islands Institution Type: Masters All Institutions SAILS Skill Sets Developing a Research Strategy 456 ±9 503 ±1 502 ±0 Selecting Finding Tools 471 ±13 507 ±1 504 ±1 Searching 436 ±10 484 ±1 484 ±0 Using Finding Tool Features 501 ±15 530 ±1 531 ±1 Retrieving Sources 439 ±14 518 ±1 518 ±1 Evaluating Sources 422 ±11 481 ±1 477 ±0 Documenting Sources 385 ±14 473 ±1 474 ±1 Understanding Economic, Legal, and Social Issues 415 ±12 466 ±1 464 ±0 Results By SAILS Skill Sets 6 SAILS Results - University of Virgin Islands B. Within Skill Sets This section reports in detail the performance of University of Virgin Islands students on the individual SAILS skill sets. For each skill set, the report includes: Summary of Results; Detailed Results - Data Table; Detailed Results - Chart; and ACRL Objectives Measured by the Skill Set. 1. SAILS Skill Set: Developing a Research Strategy Summary of Results University of Virgin Islands Compared to Other Masters Institutions, by Demographic Characteristics Students at University of Virgin Islands performed about the same as the institution-type benchmark on this skill set for the following demographic groups: Major: Business Students at University of Virgin Islands performed worse than the institution-type benchmark on this skill set for the following demographic groups: Class Standing: Freshman Major: Engineering/Computer Science, Health Sciences, Social Sciences/Psychology, Other, Undecided Demographic Groups within University of Virgin Islands Compared to the UVI -STX Overall Performance on This Skill Set Within University of Virgin Islands, the following groups performed better than the UVI -STX-average-student benchmark: Major: Business Within University of Virgin Islands, the following groups performed about the same as the UVI -STX-average-student benchmark: Class Standing: Freshman Major: Engineering/Computer Science, Health Sciences, Social Sciences/Psychology, Other, Undecided Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 7 Detailed Results - Data Table Scores are placed on a scale that ranges from 0 to 1000. In the following table, the average score for each group is reported. Standard errors above and below the score are indicated with ±. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. The true group average score falls between two numbers. Those numbers can be calculated by adding and subtracting the standard error to the reported score. For example, a reported score of 525 with a standard error of ± 5 has a range from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores overlap. Ranges of scores that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. Figure 3.2 Data Table for Skill Set: Developing a Research Strategy University of Virgin Islands Institution Type: Masters All Institutions Overall 456 ±9 503 ±1 502 ±0 Class Standing Freshman 455 ±9 498 ±1 493 ±1 Majors Business 487 ±16 502 ±2 500 ±1 Engineering / Computer Science 421 ±29 507 ±3 506 ±2 Health Sciences 448 ±28 506 ±2 503 ±1 Social Sciences / Psychology 466 ±21 501 ±2 507 ±1 Other 434 ±18 496 ±2 496 ±1 Undecided 468 ±27 503 ±3 493 ±2 Results By SAILS Skill Sets 8 SAILS Results - University of Virgin Islands Detailed Results - Chart The chart on the following pages compare the average student performance at your institution to the average for your institution type, and the average for all institutions. Charts may also include indicators of performance by class standing, major, and custom demographics. On the left side of each chart (the vertical axis), the scale ranges from 0 to 1000. Average scores for each group (cohort) are shown on the chart. Use the color key to identify each group. Each box on the chart shows the average score for that group plus the standard error. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. On the chart, the bigger boxes show larger standard error. The upper and lower boundaries of each box can be calculated by adding and subtracting the standard error to the score. For example, a score of 525 with a standard error of ± 5 has a box that ranges from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores, represented by the boxes, overlap. Ranges of scores (boxes) that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. For example, Not meaningfully different Meaningfully different 539 ±5 530 ±8 535 ±1 574 ±8 Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 9 Figure 3.3 Chart for Skill Set: Developing a Research Strategy 1000 0 UVI -STX Institution Type: Masters All Institutions 456 9 Overall 503 1 502 0 455 9 Freshman 498 1 493 1 487 16 Business 502 2 500 1 Class Standing Major Results By SAILS Skill Sets 10 SAILS Results - University of Virgin Islands Figure 3.3 (continued) Chart for Skill Set: Developing a Research Strategy 1000 0 UVI -STX Institution Type: Masters All Institutions 421 29 Engineering/Computer Science 507 3 506 2 448 28 Health Sciences 506 2 503 1 466 21 Social Sciences/Psychology 501 2 507 1 Major Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 11 Figure 3.3 (continued) Chart for Skill Set: Developing a Research Strategy 1000 0 UVI -STX Institution Type: Masters All Institutions 434 18 Other 496 2 496 1 468 27 Undecided 503 3 493 2 Major Results By SAILS Skill Sets 12 SAILS Results - University of Virgin Islands Figure 3.4 Objectives and Outcomes for Skill Set: Developing a Research Strategy The numbering refers to the ACRL documents: the first digit is the ACRL standard, the second is the ACRL performance indicator, the third is the ACRL outcome, and the fourth is the ACRL objective. 1.1.1 Confers with instructors and participates in class discussions, peer workgroups and electronic discussions to identify a research topic, or other information need 1.1.4.1 Identifies an initial question that might be too broad or narrow, as well as one that is probably manageable. 1.1.4.3 Narrows a broad topic and broadens a narrow one by modifying the scope or direction of the question. 1.1.4.4 Demonstrates an understanding of how the desired end product (i.e., the required depth of investigation and analysis) will play a role in determining the need for information. 1.1.4.5 Uses background information sources effectively to gain an initial understanding of the topic. 1.1.4.6 Consults with the course instructor and librarians to develop a manageable focus for the topic. 1.1.5.3 Decides when a research topic has multiple facets or may need to be put into a broader context. 1.2.1.2 Defines the "invisible college" (e.g., personal contacts, listservs specific to a discipline or subject) and describes its value. 1.2.2.1 Names the three major disciplines of knowledge (humanities, social sciences, sciences) and some subject fields that comprise each discipline. 1.2.2.4 Describes how the publication cycle in a particular discipline or subject field affects the researcher's access to information. 1.2.3.1 Identifies various formats in which information is available. 1.2.5.1 Describes how various fields of study define primary and secondary sources differently. 1.2.5.2 Identifies characteristics of information that make an item a primary or secondary source in a given field. 1.4.1.1 Identifies a research topic that may require revision, based on the amount of information found (or not found). 1.4.1.2 Identifies a topic that may need to be modified, based on the content of information found. 1.4.1.3 Decides when it is and is not necessary to abandon a topic depending on the success (or failure) of an initial search for information. 2.2.1.1 Describes a general process for searching for information. 2.2.2.4 Identifies keywords that describe an information source (e.g., book, journal article, magazine article, Web site). 2.3.3.3 Identifies the appropriate service point or resource for the particular information need. 2.3.3.5 Uses the Web site of an institution, library, organization or community to locate information about specific services. 2.5.5 Uses various technologies to manage the information selected and organized 3.4.1 Determines whether information satisfies the research or other information need Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 13 2. SAILS Skill Set: Selecting Finding Tools Summary of Results University of Virgin Islands Compared to Other Masters Institutions, by Demographic Characteristics Students at University of Virgin Islands performed about the same as the institution-type benchmark on this skill set for the following demographic groups: Major: Engineering/Computer Science, Health Sciences Students at University of Virgin Islands performed worse than the institution-type benchmark on this skill set for the following demographic groups: Class Standing: Freshman Major: Business, Social Sciences/Psychology, Other, Undecided Demographic Groups within University of Virgin Islands Compared to the UVI -STX Overall Performance on This Skill Set Within University of Virgin Islands, the following groups performed better than the UVI -STX-average-student benchmark: Major: Health Sciences Within University of Virgin Islands, the following groups performed about the same as the UVI -STX-average-student benchmark: Class Standing: Freshman Major: Business, Engineering/Computer Science, Social Sciences/Psychology, Other, Undecided Results By SAILS Skill Sets 14 SAILS Results - University of Virgin Islands Detailed Results - Data Table Scores are placed on a scale that ranges from 0 to 1000. In the following table, the average score for each group is reported. Standard errors above and below the score are indicated with ±. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. The true group average score falls between two numbers. Those numbers can be calculated by adding and subtracting the standard error to the reported score. For example, a reported score of 525 with a standard error of ± 5 has a range from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores overlap. Ranges of scores that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. Figure 3.5 Data Table for Skill Set: Selecting Finding Tools University of Virgin Islands Institution Type: Masters All Institutions Overall 471 ±13 507 ±1 504 ±1 Class Standing Freshman 472 ±13 502 ±1 496 ±1 Majors Business 474 ±28 508 ±2 501 ±1 Engineering / Computer Science 532 ±51 519 ±3 516 ±2 Health Sciences 524 ±36 504 ±2 502 ±1 Social Sciences / Psychology 456 ±37 506 ±3 508 ±2 Other 458 ±26 499 ±2 498 ±1 Undecided 454 ±35 504 ±4 495 ±2 Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 15 Detailed Results - Chart The chart on the following pages compare the average student performance at your institution to the average for your institution type, and the average for all institutions. Charts may also include indicators of performance by class standing, major, and custom demographics. On the left side of each chart (the vertical axis), the scale ranges from 0 to 1000. Average scores for each group (cohort) are shown on the chart. Use the color key to identify each group. Each box on the chart shows the average score for that group plus the standard error. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. On the chart, the bigger boxes show larger standard error. The upper and lower boundaries of each box can be calculated by adding and subtracting the standard error to the score. For example, a score of 525 with a standard error of ± 5 has a box that ranges from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores, represented by the boxes, overlap. Ranges of scores (boxes) that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. For example, Not meaningfully different Meaningfully different 539 ±5 530 ±8 535 ±1 574 ±8 Results By SAILS Skill Sets 16 SAILS Results - University of Virgin Islands Figure 3.6 Chart for Skill Set: Selecting Finding Tools 1000 0 UVI -STX Institution Type: Masters All Institutions 471 13 Overall 507 1 504 1 472 13 Freshman 502 1 496 1 474 28 Business 508 2 501 1 Class Standing Major Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 17 Figure 3.6 (continued) Chart for Skill Set: Selecting Finding Tools 1000 0 UVI -STX Institution Type: Masters All Institutions 532 51 Engineering/Computer Science 519 3 516 2 524 36 Health Sciences 504 2 502 1 456 37 Social Sciences/Psychology 506 3 508 2 Major Results By SAILS Skill Sets 18 SAILS Results - University of Virgin Islands Figure 3.6 (continued) Chart for Skill Set: Selecting Finding Tools 1000 0 UVI -STX Institution Type: Masters All Institutions 458 26 Other 499 2 498 1 454 35 Undecided 504 4 495 2 Major Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 19 Figure 3.7 Objectives and Outcomes for Skill Set: Selecting Finding Tools The numbering refers to the ACRL documents: the first digit is the ACRL standard, the second is the ACRL performance indicator, the third is the ACRL outcome, and the fourth is the ACRL objective. 1.1.3.2 Demonstrates when it is appropriate to use a general and subject-specific information source (e.g., to provide an overview, to give ideas on terminology). 2.1.3.4 Distinguishes among indexes, online databases, and collections of online databases, as well as gateways to different databases and collections. 2.1.3.5 Selects appropriate tools (e.g., indexes, online databases) for research on a particular topic. 2.1.3.6 Identifies the differences between freely available Internet search tools and subscription or fee-based databases. 2.1.3.8 Determines the period of time covered by a particular source. 2.1.3.9 Identifies the types of sources that are indexed in a particular database or index (e.g., an index that covers newspapers or popular periodicals versus a more specialized index to find scholarly literature). 2.2.6.1 Locates major print bibliographic and reference sources appropriate to the discipline of a research topic. 2.3.1.2 Identifies research sources, regardless of format, that are appropriate to a particular discipline or research need. 2.3.1.4 Uses different research sources (e.g., catalogs and indexes) to find different types of information (e.g., books and periodical articles). 2.3.2.2 Explains the difference between the library catalog and a periodical index. 2.3.2.3 Describes the different scopes of coverage found in different periodical indexes. 3.4.5.3 Determines when some topics may be too recent to be covered by some standard tools (e.g., a periodicals index) and when information on the topic retrieved by less authoritative tools (e.g., a Web search engine) may not be reliable. 3.6.3 Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs) Results By SAILS Skill Sets 20 SAILS Results - University of Virgin Islands 3. SAILS Skill Set: Searching Summary of Results University of Virgin Islands Compared to Other Masters Institutions, by Demographic Characteristics Students at University of Virgin Islands performed better than the institution-type benchmark on this skill set for the following demographic groups: Major: Health Sciences Students at University of Virgin Islands performed about the same as the institution-type benchmark on this skill set for the following demographic groups: Major: Undecided Students at University of Virgin Islands performed worse than the institution-type benchmark on this skill set for the following demographic groups: Class Standing: Freshman Major: Business, Engineering/Computer Science, Social Sciences/Psychology, Other Demographic Groups within University of Virgin Islands Compared to the UVI -STX Overall Performance on This Skill Set Within University of Virgin Islands, the following groups performed better than the UVI -STX-average-student benchmark: Major: Health Sciences Within University of Virgin Islands, the following groups performed about the same as the UVI -STX-average-student benchmark: Class Standing: Freshman Major: Business, Engineering/Computer Science, Social Sciences/Psychology, Other, Undecided Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 21 Detailed Results - Data Table Scores are placed on a scale that ranges from 0 to 1000. In the following table, the average score for each group is reported. Standard errors above and below the score are indicated with ±. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. The true group average score falls between two numbers. Those numbers can be calculated by adding and subtracting the standard error to the reported score. For example, a reported score of 525 with a standard error of ± 5 has a range from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores overlap. Ranges of scores that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. Figure 3.8 Data Table for Skill Set: Searching University of Virgin Islands Institution Type: Masters All Institutions Overall 436 ±10 484 ±1 484 ±0 Class Standing Freshman 437 ±10 477 ±1 475 ±1 Majors Business 434 ±29 481 ±2 481 ±1 Engineering / Computer Science 429 ±32 503 ±3 499 ±2 Health Sciences 517 ±18 482 ±2 483 ±1 Social Sciences / Psychology 421 ±31 483 ±2 491 ±1 Other 412 ±16 476 ±2 478 ±1 Undecided 471 ±30 478 ±3 471 ±2 Results By SAILS Skill Sets 22 SAILS Results - University of Virgin Islands Detailed Results - Chart The chart on the following pages compare the average student performance at your institution to the average for your institution type, and the average for all institutions. Charts may also include indicators of performance by class standing, major, and custom demographics. On the left side of each chart (the vertical axis), the scale ranges from 0 to 1000. Average scores for each group (cohort) are shown on the chart. Use the color key to identify each group. Each box on the chart shows the average score for that group plus the standard error. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. On the chart, the bigger boxes show larger standard error. The upper and lower boundaries of each box can be calculated by adding and subtracting the standard error to the score. For example, a score of 525 with a standard error of ± 5 has a box that ranges from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores, represented by the boxes, overlap. Ranges of scores (boxes) that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. For example, Not meaningfully different Meaningfully different 539 ±5 530 ±8 535 ±1 574 ±8 Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 23 Figure 3.9 Chart for Skill Set: Searching 1000 0 UVI -STX Institution Type: Masters All Institutions 436 10 Overall 484 1 484 0 437 10 Freshman 477 1 475 1 434 29 Business 481 2 481 1 Class Standing Major Results By SAILS Skill Sets 24 SAILS Results - University of Virgin Islands Figure 3.9 (continued) Chart for Skill Set: Searching 1000 0 UVI -STX Institution Type: Masters All Institutions 429 32 Engineering/Computer Science 503 3 499 2 517 18 Health Sciences 482 2 483 1 421 31 Social Sciences/Psychology 483 2 491 1 Major Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 25 Figure 3.9 (continued) Chart for Skill Set: Searching 1000 0 UVI -STX Institution Type: Masters All Institutions 412 16 Other 476 2 478 1 471 30 Undecided 478 3 471 2 Major Results By SAILS Skill Sets 26 SAILS Results - University of Virgin Islands Figure 3.10 Objectives and Outcomes for Skill Set: Searching The numbering refers to the ACRL documents: the first digit is the ACRL standard, the second is the ACRL performance indicator, the third is the ACRL outcome, and the fourth is the ACRL objective. 1.1.5.1 Lists terms that may be useful for locating information on a topic. 1.1.5.2 Identifies and uses appropriate general or subject-specific sources to discover terminology related to an information need. 1.2.2.2 Finds sources that provide relevant subject field- and discipline-related terminology. 1.2.2.3 Uses relevant subject- and discipline-related terminology in the information research process. 2.2.2.3 Identifies alternate terminology, including synonyms, broader or narrower words and phrases that describe a topic. 2.2.3.2 Explains what controlled vocabulary is and why it is used. 2.2.3.4 Identifies when and where controlled vocabulary is used in a bibliographic record, and then successfully searches for additional information using that vocabulary. 2.2.4.1 Demonstrates when it is appropriate to search a particular field (e.g., title, author, subject). 2.2.4.2 Demonstrates an understanding of the concept of Boolean logic and constructs a search statement using Boolean operators. 2.2.4.3 Demonstrates an understanding of the concept of proximity searching and constructs a search statement using proximity operators. 2.2.4.4 Demonstrates an understanding of the concept of nesting and constructs a search using nested words or phrases. 2.2.4.6 Demonstrates an understanding of the concept of keyword searching and uses it appropriately and effectively. 2.2.4.7 Demonstrates an understanding of the concept of truncation and uses it appropriately and effectively. 2.2.5.3 Narrows or broadens questions and search terms to retrieve the appropriate quantity of information, using search techniques such as Boolean logic, limiting, and field searching. 2.4.1.1 Determines if the quantity of citations retrieved is adequate, too extensive, or insufficient for the information need. 2.4.1.3 Assesses the relevance of information found by examining elements of the citation such as title, abstract, subject headings, source, and date of publication. 3.4.5.2 Determines when a single search strategy may not fit a topic precisely enough to retrieve sufficient relevant information. 3.7.2.1 Demonstrates how searches may be limited or expanded by modifying search terminology or logic. 3.7.3.1 Examines footnotes and bibliographies from retrieved items to locate additional sources. Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 27 4. SAILS Skill Set: Using Finding Tool Features Summary of Results University of Virgin Islands Compared to Other Masters Institutions, by Demographic Characteristics Students at University of Virgin Islands performed about the same as the institution-type benchmark on this skill set for the following demographic groups: Major: Business, Health Sciences, Social Sciences/Psychology, Undecided Students at University of Virgin Islands performed worse than the institution-type benchmark on this skill set for the following demographic groups: Class Standing: Freshman Major: Engineering/Computer Science, Other Demographic Groups within University of Virgin Islands Compared to the UVI -STX Overall Performance on This Skill Set Within University of Virgin Islands, the following groups performed better than the UVI -STX-average-student benchmark: Major: Social Sciences/Psychology Within University of Virgin Islands, the following groups performed about the same as the UVI -STX-average-student benchmark: Class Standing: Freshman Major: Business, Engineering/Computer Science, Health Sciences, Other, Undecided Results By SAILS Skill Sets 28 SAILS Results - University of Virgin Islands Detailed Results - Data Table Scores are placed on a scale that ranges from 0 to 1000. In the following table, the average score for each group is reported. Standard errors above and below the score are indicated with ±. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. The true group average score falls between two numbers. Those numbers can be calculated by adding and subtracting the standard error to the reported score. For example, a reported score of 525 with a standard error of ± 5 has a range from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores overlap. Ranges of scores that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. Figure 3.11 Data Table for Skill Set: Using Finding Tool Features University of Virgin Islands Institution Type: Masters All Institutions Overall 501 ±15 530 ±1 531 ±1 Class Standing Freshman 503 ±16 522 ±1 520 ±1 Majors Business 509 ±44 527 ±2 528 ±1 Engineering / Computer Science 430 ±62 546 ±4 539 ±3 Health Sciences 537 ±40 533 ±2 534 ±1 Social Sciences / Psychology 559 ±38 532 ±3 537 ±2 Other 481 ±28 526 ±3 529 ±2 Undecided 531 ±56 524 ±4 515 ±2 Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 29 Detailed Results - Chart The chart on the following pages compare the average student performance at your institution to the average for your institution type, and the average for all institutions. Charts may also include indicators of performance by class standing, major, and custom demographics. On the left side of each chart (the vertical axis), the scale ranges from 0 to 1000. Average scores for each group (cohort) are shown on the chart. Use the color key to identify each group. Each box on the chart shows the average score for that group plus the standard error. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. On the chart, the bigger boxes show larger standard error. The upper and lower boundaries of each box can be calculated by adding and subtracting the standard error to the score. For example, a score of 525 with a standard error of ± 5 has a box that ranges from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores, represented by the boxes, overlap. Ranges of scores (boxes) that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. For example, Not meaningfully different Meaningfully different 539 ±5 530 ±8 535 ±1 574 ±8 Results By SAILS Skill Sets 30 SAILS Results - University of Virgin Islands Figure 3.12 Chart for Skill Set: Using Finding Tool Features 1000 0 UVI -STX Institution Type: Masters All Institutions 501 15 Overall 530 1 531 1 503 16 Freshman 522 1 520 1 509 44 Business 527 2 528 1 Class Standing Major Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 31 Figure 3.12 (continued) Chart for Skill Set: Using Finding Tool Features 1000 0 UVI -STX Institution Type: Masters All Institutions 430 62 Engineering/Computer Science 546 4 539 3 537 40 Health Sciences 533 2 534 1 559 38 Social Sciences/Psychology 532 3 537 2 Major Results By SAILS Skill Sets 32 SAILS Results - University of Virgin Islands Figure 3.12 (continued) Chart for Skill Set: Using Finding Tool Features 1000 0 UVI -STX Institution Type: Masters All Institutions 481 28 Other 526 3 529 2 531 56 Undecided 524 4 515 2 Major Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 33 Figure 3.13 Objectives and Outcomes for Skill Set: Using Finding Tool Features The numbering refers to the ACRL documents: the first digit is the ACRL standard, the second is the ACRL performance indicator, the third is the ACRL outcome, and the fourth is the ACRL objective. 2.1.3.1 Describes the structure and components of the system or tool being used, regardless of format (e.g., index, thesaurus, type of information retrieved by the system). 2.1.3.2 Identifies the source of help within a given information retrieval system and uses it effectively. 2.1.3.3 Identifies what types of information are contained in a particular system (e.g., all branch libraries are included in the catalog; not all databases are full text; catalogs, periodical databases, and Web sites may be included in a gateway). 2.1.3.7 Identifies and uses search language and protocols (e.g., Boolean, adjacency) appropriate to the retrieval system. 2.1.4.2 Determines appropriate means for recording or saving the desired information (e.g., printing, saving to disc, photocopying, taking notes). 2.2.5.1 Uses help screens and other user aids to understand the particular search structures and commands of an information retrieval system. 2.2.5.2 Demonstrates an awareness of the fact that there may be separate interfaces for basic and advanced searching in retrieval systems. 2.2.6.4 Uses effectively the organizational structure of a typical book (e.g., indexes, tables of contents, user's instructions, legends, cross-references) in order to locate pertinent information in it. 2.3.1.5 Describes search functionality common to most databases regardless of differences in the search interface (e.g., Boolean logic capability, field structure, keyword searching, relevancy ranking). 2.3.1.6 Uses effectively the organizational structure and access points of print research sources (e.g., indexes, bibliographies) to retrieve pertinent information from those sources. 2.5.1 Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments) Results By SAILS Skill Sets 34 SAILS Results - University of Virgin Islands 5. SAILS Skill Set: Retrieving Sources Summary of Results University of Virgin Islands Compared to Other Masters Institutions, by Demographic Characteristics Students at University of Virgin Islands performed about the same as the institution-type benchmark on this skill set for the following demographic groups: Major: Engineering/Computer Science Students at University of Virgin Islands performed worse than the institution-type benchmark on this skill set for the following demographic groups: Class Standing: Freshman Major: Business, Health Sciences, Social Sciences/Psychology, Other, Undecided Demographic Groups within University of Virgin Islands Compared to the UVI -STX Overall Performance on This Skill Set Within University of Virgin Islands, the following groups performed about the same as the UVI -STX-average-student benchmark: Class Standing: Freshman Major: Business, Engineering/Computer Science, Health Sciences, Social Sciences/Psychology, Other Within University of Virgin Islands, the following groups performed worse than the UVI -STX-average-student benchmark: Major: Undecided Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 35 Detailed Results - Data Table Scores are placed on a scale that ranges from 0 to 1000. In the following table, the average score for each group is reported. Standard errors above and below the score are indicated with ±. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. The true group average score falls between two numbers. Those numbers can be calculated by adding and subtracting the standard error to the reported score. For example, a reported score of 525 with a standard error of ± 5 has a range from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores overlap. Ranges of scores that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. Figure 3.14 Data Table for Skill Set: Retrieving Sources University of Virgin Islands Institution Type: Masters All Institutions Overall 439 ±14 518 ±1 518 ±1 Class Standing Freshman 437 ±14 502 ±1 501 ±1 Majors Business 454 ±40 516 ±2 514 ±1 Engineering / Computer Science 494 ±44 529 ±4 523 ±3 Health Sciences 429 ±42 522 ±2 524 ±1 Social Sciences / Psychology 427 ±29 521 ±3 527 ±2 Other 430 ±25 511 ±3 514 ±2 Undecided 382 ±39 499 ±4 495 ±2 Results By SAILS Skill Sets 36 SAILS Results - University of Virgin Islands Detailed Results - Chart The chart on the following pages compare the average student performance at your institution to the average for your institution type, and the average for all institutions. Charts may also include indicators of performance by class standing, major, and custom demographics. On the left side of each chart (the vertical axis), the scale ranges from 0 to 1000. Average scores for each group (cohort) are shown on the chart. Use the color key to identify each group. Each box on the chart shows the average score for that group plus the standard error. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. On the chart, the bigger boxes show larger standard error. The upper and lower boundaries of each box can be calculated by adding and subtracting the standard error to the score. For example, a score of 525 with a standard error of ± 5 has a box that ranges from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores, represented by the boxes, overlap. Ranges of scores (boxes) that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. For example, Not meaningfully different Meaningfully different 539 ±5 530 ±8 535 ±1 574 ±8 Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 37 Figure 3.15 Chart for Skill Set: Retrieving Sources 1000 0 UVI -STX Institution Type: Masters All Institutions 439 14 Overall 518 1 518 1 437 14 Freshman 502 1 501 1 454 40 Business 516 2 514 1 Class Standing Major Results By SAILS Skill Sets 38 SAILS Results - University of Virgin Islands Figure 3.15 (continued) Chart for Skill Set: Retrieving Sources 1000 0 UVI -STX Institution Type: Masters All Institutions 494 44 Engineering/Computer Science 529 4 523 3 429 42 Health Sciences 522 2 524 1 427 29 Social Sciences/Psychology 521 3 527 2 Major Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 39 Figure 3.15 (continued) Chart for Skill Set: Retrieving Sources 1000 0 UVI -STX Institution Type: Masters All Institutions 430 25 Other 511 3 514 2 382 39 Undecided 499 4 495 2 Major Results By SAILS Skill Sets 40 SAILS Results - University of Virgin Islands Figure 3.16 Objectives and Outcomes for Skill Set: Retrieving Sources The numbering refers to the ACRL documents: the first digit is the ACRL standard, the second is the ACRL performance indicator, the third is the ACRL outcome, and the fourth is the ACRL objective. 1.2.6 Realizes that information may need to be constructed with raw data from primary sources 1.3.1.1 Determines if material is available immediately. 1.3.1.2 Uses available services appropriately to obtain desired materials or alternative sources. 1.3.3.2 Demonstrates a general knowledge of how to obtain information that is not available immediately. 1.3.3.3 Acts appropriately to obtain information within the time frame required. 2.2.6.3 Demonstrates an understanding of the fact that items may be grouped together by subject in order to facilitate browsing. 2.3.1.1 Describes some materials that are not available online or in digitized formats and must be accessed in print or other formats (e.g., microform, video, audio). 2.3.2.1 Uses call number systems effectively (e.g., demonstrates how a call number assists in locating the corresponding item in the library). 2.3.3.1 Retrieves a document in print or electronic form. 2.3.3.2 Describes various retrieval methods for information not available locally. 2.3.3.4 Initiates an interlibrary loan request by filling out and submitting a form either online or in person. Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 41 6. SAILS Skill Set: Evaluating Sources Summary of Results University of Virgin Islands Compared to Other Masters Institutions, by Demographic Characteristics Students at University of Virgin Islands performed about the same as the institution-type benchmark on this skill set for the following demographic groups: Major: Health Sciences Students at University of Virgin Islands performed worse than the institution-type benchmark on this skill set for the following demographic groups: Class Standing: Freshman Major: Business, Engineering/Computer Science, Social Sciences/Psychology, Other, Undecided Demographic Groups within University of Virgin Islands Compared to the UVI -STX Overall Performance on This Skill Set Within University of Virgin Islands, the following groups performed about the same as the UVI -STX-average-student benchmark: Class Standing: Freshman Major: Business, Engineering/Computer Science, Health Sciences, Social Sciences/Psychology, Other, Undecided Results By SAILS Skill Sets 42 SAILS Results - University of Virgin Islands Detailed Results - Data Table Scores are placed on a scale that ranges from 0 to 1000. In the following table, the average score for each group is reported. Standard errors above and below the score are indicated with ±. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. The true group average score falls between two numbers. Those numbers can be calculated by adding and subtracting the standard error to the reported score. For example, a reported score of 525 with a standard error of ± 5 has a range from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores overlap. Ranges of scores that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. Figure 3.17 Data Table for Skill Set: Evaluating Sources University of Virgin Islands Institution Type: Masters All Institutions Overall 422 ±11 481 ±1 477 ±0 Class Standing Freshman 421 ±11 474 ±1 468 ±1 Majors Business 415 ±34 481 ±2 477 ±1 Engineering / Computer Science 441 ±28 497 ±3 492 ±2 Health Sciences 457 ±25 481 ±2 478 ±1 Social Sciences / Psychology 386 ±30 481 ±2 482 ±2 Other 408 ±21 476 ±2 472 ±1 Undecided 412 ±31 474 ±4 465 ±2 Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 43 Detailed Results - Chart The chart on the following pages compare the average student performance at your institution to the average for your institution type, and the average for all institutions. Charts may also include indicators of performance by class standing, major, and custom demographics. On the left side of each chart (the vertical axis), the scale ranges from 0 to 1000. Average scores for each group (cohort) are shown on the chart. Use the color key to identify each group. Each box on the chart shows the average score for that group plus the standard error. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. On the chart, the bigger boxes show larger standard error. The upper and lower boundaries of each box can be calculated by adding and subtracting the standard error to the score. For example, a score of 525 with a standard error of ± 5 has a box that ranges from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores, represented by the boxes, overlap. Ranges of scores (boxes) that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. For example, Not meaningfully different Meaningfully different 539 ±5 530 ±8 535 ±1 574 ±8 Results By SAILS Skill Sets 44 SAILS Results - University of Virgin Islands Figure 3.18 Chart for Skill Set: Evaluating Sources 1000 0 UVI -STX Institution Type: Masters All Institutions 422 11 Overall 481 1 477 0 421 11 Freshman 474 1 468 1 415 34 Business 481 2 477 1 Class Standing Major Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 45 Figure 3.18 (continued) Chart for Skill Set: Evaluating Sources 1000 0 UVI -STX Institution Type: Masters All Institutions 441 28 Engineering/Computer Science 497 3 492 2 457 25 Health Sciences 481 2 478 1 386 30 Social Sciences/Psychology 481 2 482 2 Major Results By SAILS Skill Sets 46 SAILS Results - University of Virgin Islands Figure 3.18 (continued) Chart for Skill Set: Evaluating Sources 1000 0 UVI -STX Institution Type: Masters All Institutions 408 21 Other 476 2 472 1 412 31 Undecided 474 4 465 2 Major Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 47 Figure 3.19 Objectives and Outcomes for Skill Set: Evaluating Sources The numbering refers to the ACRL documents: the first digit is the ACRL standard, the second is the ACRL performance indicator, the third is the ACRL outcome, and the fourth is the ACRL objective. 1.2.4.1 Distinguishes characteristics of information provided for different audiences. 1.4.2.3 Lists various criteria, such as currency, which influence information choices. (See also 2.4. and 3.2.) 2.1.4.1 Selects appropriate information sources (i.e., primary, secondary or tertiary sources) and determines their relevance for the current information need. 2.4.1.2 Evaluates the quality of the information retrieved using criteria such as authorship, point of view/bias, date written, citations, etc. 2.4.1.4 Determines the relevance of an item to the information need in terms of its depth of coverage, language, and time frame. 3.2.1.1 Locates and examines critical reviews of information sources using available resources and technologies. 3.2.1.2 Investigates an author's qualifications and reputation through reviews or biographical sources. 3.2.1.3 Investigates validity and accuracy by consulting sources identified through bibliographic references. 3.2.1.8 Demonstrates an understanding that other sources may provide additional information to either confirm or question point of view or bias. 3.2.3.1 Demonstrates an understanding that information in any format reflects an author's, sponsor's, and/or publisher's point of view. 3.2.3.2 Demonstrates an understanding that some information and information sources may present a one-sided view and may express opinions rather than facts. 3.2.3.3 Demonstrates an understanding that some information and sources may be designed to trigger emotions, conjure stereotypes, or promote support for a particular viewpoint or group. 3.2.3.5 Searches for independent verification or corroboration of the accuracy and completeness of the data or representation of facts presented in an information source. 3.4.7.2 Distinguishes among various information sources in terms of established evaluation criteria (e.g., content, authority, currency). Results By SAILS Skill Sets 48 SAILS Results - University of Virgin Islands 7. SAILS Skill Set: Documenting Sources Summary of Results University of Virgin Islands Compared to Other Masters Institutions, by Demographic Characteristics Students at University of Virgin Islands performed about the same as the institution-type benchmark on this skill set for the following demographic groups: Major: Business Students at University of Virgin Islands performed worse than the institution-type benchmark on this skill set for the following demographic groups: Class Standing: Freshman Major: Engineering/Computer Science, Health Sciences, Social Sciences/Psychology, Other, Undecided Demographic Groups within University of Virgin Islands Compared to the UVI -STX Overall Performance on This Skill Set Within University of Virgin Islands, the following groups performed better than the UVI -STX-average-student benchmark: Major: Business Within University of Virgin Islands, the following groups performed about the same as the UVI -STX-average-student benchmark: Class Standing: Freshman Major: Social Sciences/Psychology, Other, Undecided Within University of Virgin Islands, the following groups performed worse than the UVI -STX-average-student benchmark: Major: Engineering/Computer Science, Health Sciences Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 49 Detailed Results - Data Table Scores are placed on a scale that ranges from 0 to 1000. In the following table, the average score for each group is reported. Standard errors above and below the score are indicated with ±. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. The true group average score falls between two numbers. Those numbers can be calculated by adding and subtracting the standard error to the reported score. For example, a reported score of 525 with a standard error of ± 5 has a range from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores overlap. Ranges of scores that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. Figure 3.20 Data Table for Skill Set: Documenting Sources University of Virgin Islands Institution Type: Masters All Institutions Overall 385 ±14 473 ±1 474 ±1 Class Standing Freshman 386 ±14 459 ±1 458 ±1 Majors Business 446 ±30 462 ±2 461 ±1 Engineering / Computer Science 317 ±49 479 ±4 482 ±3 Health Sciences 304 ±37 476 ±2 476 ±1 Social Sciences / Psychology 404 ±44 480 ±3 491 ±2 Other 386 ±27 460 ±3 463 ±2 Undecided 405 ±50 466 ±4 459 ±2 Results By SAILS Skill Sets 50 SAILS Results - University of Virgin Islands Detailed Results - Chart The chart on the following pages compare the average student performance at your institution to the average for your institution type, and the average for all institutions. Charts may also include indicators of performance by class standing, major, and custom demographics. On the left side of each chart (the vertical axis), the scale ranges from 0 to 1000. Average scores for each group (cohort) are shown on the chart. Use the color key to identify each group. Each box on the chart shows the average score for that group plus the standard error. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. On the chart, the bigger boxes show larger standard error. The upper and lower boundaries of each box can be calculated by adding and subtracting the standard error to the score. For example, a score of 525 with a standard error of ± 5 has a box that ranges from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores, represented by the boxes, overlap. Ranges of scores (boxes) that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. For example, Not meaningfully different Meaningfully different 539 ±5 530 ±8 535 ±1 574 ±8 Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 51 Figure 3.21 Chart for Skill Set: Documenting Sources 1000 0 UVI -STX Institution Type: Masters All Institutions 385 14 Overall 473 1 474 1 386 14 Freshman 459 1 458 1 446 30 Business 462 2 461 1 Class Standing Major Results By SAILS Skill Sets 52 SAILS Results - University of Virgin Islands Figure 3.21 (continued) Chart for Skill Set: Documenting Sources 1000 0 UVI -STX Institution Type: Masters All Institutions 317 49 Engineering/Computer Science 479 4 482 3 304 37 Health Sciences 476 2 476 1 404 44 Social Sciences/Psychology 480 3 491 2 Major Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 53 Figure 3.21 (continued) Chart for Skill Set: Documenting Sources 1000 0 UVI -STX Institution Type: Masters All Institutions 386 27 Other 460 3 463 2 405 50 Undecided 466 4 459 2 Major Results By SAILS Skill Sets 54 SAILS Results - University of Virgin Islands Figure 3.22 Objectives and Outcomes for Skill Set: Documenting Sources The numbering refers to the ACRL documents: the first digit is the ACRL standard, the second is the ACRL performance indicator, the third is the ACRL outcome, and the fourth is the ACRL objective. 2.3.1.3 Recognizes the format of an information source (e.g., book, chapter in a book, periodical article) from its citation. (See also 2.3.2.) 2.3.2.4 Distinguishes among citations to identify various types of materials (e.g., books, periodical articles, essays in anthologies). (See also 2.3.1.) 2.5.3.1 Identifies different types of information sources cited in a research tool. 2.5.3.3 Demonstrates an understanding that different disciplines may use different citation styles. 5.3.1.2 Identifies citation elements for information sources in different formats (e.g., book, article, television program, Web page, interview). 5.3.1.3 Demonstrates an understanding that there are different documentation styles, published or accepted by various groups 5.3.1.5 Describes when the format of the source cited may dictate a certain citation style. 5.3.1.8 Recognizes that consistency of citation format is important, especially if a course instructor has not required a particular style. Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 55 8. SAILS Skill Set: Understanding Economic, Legal, and Social Issues Summary of Results University of Virgin Islands Compared to Other Masters Institutions, by Demographic Characteristics Students at University of Virgin Islands performed about the same as the institution-type benchmark on this skill set for the following demographic groups: Major: Social Sciences/Psychology Students at University of Virgin Islands performed worse than the institution-type benchmark on this skill set for the following demographic groups: Class Standing: Freshman Major: Business, Engineering/Computer Science, Health Sciences, Other, Undecided Demographic Groups within University of Virgin Islands Compared to the UVI -STX Overall Performance on This Skill Set Within University of Virgin Islands, the following groups performed about the same as the UVI -STX-average-student benchmark: Class Standing: Freshman Major: Business, Engineering/Computer Science, Health Sciences, Social Sciences/Psychology, Other, Undecided Results By SAILS Skill Sets 56 SAILS Results - University of Virgin Islands Detailed Results - Data Table Scores are placed on a scale that ranges from 0 to 1000. In the following table, the average score for each group is reported. Standard errors above and below the score are indicated with ±. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. The true group average score falls between two numbers. Those numbers can be calculated by adding and subtracting the standard error to the reported score. For example, a reported score of 525 with a standard error of ± 5 has a range from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores overlap. Ranges of scores that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. Figure 3.23 Data Table for Skill Set: Understanding Economic, Legal, and Social Issues University of Virgin Islands Institution Type: Masters All Institutions Overall 415 ±12 466 ±1 464 ±0 Class Standing Freshman 412 ±12 456 ±1 453 ±1 Majors Business 410 ±30 469 ±2 463 ±1 Engineering / Computer Science 422 ±41 494 ±3 487 ±2 Health Sciences 418 ±36 457 ±2 457 ±1 Social Sciences / Psychology 447 ±42 465 ±2 470 ±2 Other 392 ±19 457 ±2 457 ±1 Undecided 378 ±31 457 ±4 451 ±2 Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 57 Detailed Results - Chart The chart on the following pages compare the average student performance at your institution to the average for your institution type, and the average for all institutions. Charts may also include indicators of performance by class standing, major, and custom demographics. On the left side of each chart (the vertical axis), the scale ranges from 0 to 1000. Average scores for each group (cohort) are shown on the chart. Use the color key to identify each group. Each box on the chart shows the average score for that group plus the standard error. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. On the chart, the bigger boxes show larger standard error. The upper and lower boundaries of each box can be calculated by adding and subtracting the standard error to the score. For example, a score of 525 with a standard error of ± 5 has a box that ranges from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores, represented by the boxes, overlap. Ranges of scores (boxes) that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. For example, Not meaningfully different Meaningfully different 539 ±5 530 ±8 535 ±1 574 ±8 Results By SAILS Skill Sets 58 SAILS Results - University of Virgin Islands Figure 3.24 Chart for Skill Set: Understanding Economic, Legal, and Social Issues 1000 0 UVI -STX Institution Type: Masters All Institutions 415 12 Overall 466 1 464 0 412 12 Freshman 456 1 453 1 410 30 Business 469 2 463 1 Class Standing Major Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 59 Figure 3.24 (continued) Chart for Skill Set: Understanding Economic, Legal, and Social Issues 1000 0 UVI -STX Institution Type: Masters All Institutions 422 41 Engineering/Computer Science 494 3 487 2 418 36 Health Sciences 457 2 457 1 447 42 Social Sciences/Psychology 465 2 470 2 Major Results By SAILS Skill Sets 60 SAILS Results - University of Virgin Islands Figure 3.24 (continued) Chart for Skill Set: Understanding Economic, Legal, and Social Issues 1000 0 UVI -STX Institution Type: Masters All Institutions 392 19 Other 457 2 457 1 378 31 Undecided 457 4 451 2 Major Results By SAILS Skill Sets SAILS Results - STX 2012 Fall Fresh 61 Figure 3.25 Objectives and Outcomes for Skill Set: Understanding Economic, Legal, and Social Issues The numbering refers to the ACRL documents: the first digit is the ACRL standard, the second is the ACRL performance indicator, the third is the ACRL outcome, and the fourth is the ACRL objective. 5.1.1 Identifies and discusses issues related to privacy and security in both the print and electronic environments 5.1.2.1 Demonstrates an understanding that not all information on the Web is free, i.e., some Web-based databases require users to pay a fee or to subscribe in order to retrieve full text or other content. 5.1.2.2 Demonstrates awareness that the library pays for access to databases, information tools, full-text resources, etc., and may use the Web to deliver them to its clientele. 5.1.2.3 Describes how the terms of subscriptions or licenses may limit their use to a particular clientele or location. 5.1.3 Identifies and discusses issues related to censorship and freedom of speech 5.1.4 Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material 5.2.1 Participates in electronic discussions following accepted practices (e.g. "Netiquette") 5.2.5 Legally obtains, stores, and disseminates text, data, images, or sounds 5.2.6 Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own 5.2.7 Demonstrates an understanding of institutional policies related to human subjects research Results by SAILS Skill Sets 62 SAILS Results - University of Virgin Islands 4. RESULTS BY ACRL STANDARDS Results are presented on the following pages for the outcomes and objectives arranged within the original ACRL standards. The Summary of Results is followed by Detailed Results - Data Table; Detailed Results - Chart; and ACRL Objectives Measured by the Standard. Summary of Results Students at University of Virgin Islands performed worse than than the 'institution-type' benchmark on Standards 1 (Determines the Nature and Extent of the Information Needed), 2 (Accesses Needed Information Effectively and Efficiently), 3 (Evaluates Information and Its Sources Critically and Incorporates Selected Information Into His or Her Knowledge Base and Value System), and 5 (Understands Many of the Economic, Legal, and Social Issues Surrounding the Use of Information and Accesses and Uses Information Ethically and Legally). Detailed Results - Data Table Figure 4.1 shows the average student performance at your institution, along with the average for your institution type, and the average for all institutions. The average score for each group is reported as a number placed on a scale that ranges from 0 to 1000. Standard errors above and below the score are indicated with ±. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. The true group average score falls between two numbers. Those numbers can be calculated by adding and subtracting the standard error to the reported score. For example, a reported score of 525 with a standard error of ± 5 has a range from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores overlap. Ranges of scores that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. Results By ACRL Standards SAILS Results - STX 2012 Fall Fresh 63 Figure 4.1 Data Table for ACRL Standards University of Virgin Islands Institution Type: Masters All Institutions ACRL Standard Standard 1: Determines the Nature and Extent of the Information Needed 455 ±8 501 ±1 500 ±0 Standard 2: Accesses Needed Information Effectively and Efficiently 455 ±6 502 ±0 502 ±0 Standard 3: Evaluates Information and Its Sources Critically and Incorporates Selected Information Into His or Her Knowledge Base and Value System 415 ±11 468 ±1 464 ±0 Standard 5: Understands Many of the Economic, Legal, and Social Issues Surrounding the Use of Information and Accesses and Uses Information Ethically and Legally 411 ±10 467 ±1 465 ±0 Results By ACRL Standards 64 SAILS Results - University of Virgin Islands Detailed Results - Chart Figure 4.2 is a chart that compares the average student performance at your institution to the average for your institution type, and the average for all institutions. On the left side of the chart (the vertical axis), the scale ranges from 0 to 1000. Average scores for each group (cohort) are shown on the chart. Use the color key to identify each group. Each box on the chart shows the average score for that group plus the standard error. The accuracy of the average score calculation is affected by sample size and variability. Small samples or large variability can reduce the accuracy of the score calculation. In those cases, the standard error is larger. (Standard error is the combination of sampling error and measurement error.) Where we are able to measure the score with a high degree of accuracy, the standard error is small. On the chart, the bigger boxes show larger standard error. The upper and lower boundaries of each box can be calculated by adding and subtracting the standard error to the score. For example, a score of 525 with a standard error of ± 5 has a box that ranges from 530 to 520. The true group average score falls in the range of 530 to 520. To determine whether two groups are meaningfully different from each other, see whether the ranges of scores, represented by the boxes, overlap. Ranges of scores (boxes) that do overlap are not meaningfully different from each other; those that do NOT overlap are meaningfully different. For example, Not meaningfully different Meaningfully different 539 ±5 530 ±8 535 ±1 574 ±8 Results By ACRL Standards SAILS Results - STX 2012 Fall Fresh 65 Figure 4.2 Chart for ACRL Standards UVI -STX Institution Type: Masters Across-Institutional Average 1000 0 Standard 1: Determines the Nature and Extent of the Information Needed Standard 2: Accesses Needed Information Effectively and Efficiently 455 8 501 1 500 0 455 6 502 0 502 0 Results By ACRL Standards 66 SAILS Results - University of Virgin Islands Figure 4.2 (continued) Chart for ACRL Standards UVI -STX Institution Type: Masters Across-Institutional Average 1000 0 Standard 3: Evaluates Information and Its Sources Critically and Incorporates Selected Information Into His or Her Knowledge Base and Value System Standard 5: Understands Many of the Economic, Legal, and Social Issues Surrounding the Use of Information and Accesses and Uses Information Ethically and Legally 415 11 468 1 464 0 411 10 467 1 465 0 Results By ACRL Standards SAILS Results - STX 2012 Fall Fresh 67 Figure 4.3 Objectives and Outcomes from ACRL Standard 1 Measured by the SAILS Test Standard 1: Determines the Nature and Extent of the Information Needed. The numbering refers to the ACRL documents: the first digit is the ACRL standard, the second is the ACRL performance indicator, the third is the ACRL outcome, and the fourth is the ACRL objective. 1.1.1 Confers with instructors and participates in class discussions, peer workgroups and electronic discussions to identify a research topic, or other information need 1.1.3.2 Demonstrates when it is appropriate to use a general and subject-specific information source (e.g., to provide an overview, to give ideas on terminology). 1.1.4.1 Identifies an initial question that might be too broad or narrow, as well as one that is probably manageable. 1.1.4.3 Narrows a broad topic and broadens a narrow one by modifying the scope or direction of the question. 1.1.4.4 Demonstrates an understanding of how the desired end product (i.e., the required depth of investigation and analysis) will play a role in determining the need for information. 1.1.4.5 Uses background information sources effectively to gain an initial understanding of the topic. 1.1.4.6 Consults with the course instructor and librarians to develop a manageable focus for the topic. 1.1.5.1 Lists terms that may be useful for locating information on a topic. 1.1.5.2 Identifies and uses appropriate general or subject-specific sources to discover terminology related to an information need. 1.1.5.3 Decides when a research topic has multiple facets or may need to be put into a broader context. 1.2.1.2 Defines the "invisible college" (e.g., personal contacts, listservs specific to a discipline or subject) and describes its value. 1.2.2.1 Names the three major disciplines of knowledge (humanities, social sciences, sciences) and some subject fields that comprise each discipline. 1.2.2.2 Finds sources that provide relevant subject field- and discipline-related terminology. 1.2.2.3 Uses relevant subject- and discipline-related terminology in the information research process. 1.2.2.4 Describes how the publication cycle in a particular discipline or subject field affects the researcher's access to information. 1.2.3.1 Identifies various formats in which information is available. 1.2.4.1 Distinguishes characteristics of information provided for different audiences. 1.2.5.1 Describes how various fields of study define primary and secondary sources differently. 1.2.5.2 Identifies characteristics of information that make an item a primary or secondary source in a given field. 1.2.6 Realizes that information may need to be constructed with raw data from primary sources 1.3.1.1 Determines if material is available immediately. 1.3.1.2 Uses available services appropriately to obtain desired materials or alternative sources. 1.3.3.2 Demonstrates a general knowledge of how to obtain information that is not available immediately. 1.3.3.3 Acts appropriately to obtain information within the time frame required. 1.4.1.1 Identifies a research topic that may require revision, based on the amount of information found (or not found). 1.4.1.2 Identifies a topic that may need to be modified, based on the content of information found. Results By ACRL Standards 68 SAILS Results - University of Virgin Islands Figure 4.3 (continued) Objectives and Outcomes from ACRL Standard 1 Measured by the SAILS Test 1.4.1.3 Decides when it is and is not necessary to abandon a topic depending on the success (or failure) of an initial search for information. 1.4.2.3 Lists various criteria, such as currency, which influence information choices. (See also 2.4. and 3.2.) Results By ACRL Standards SAILS Results - STX 2012 Fall Fresh 69 Figure 4.4 Objectives and Outcomes from ACRL Standard 2 Measured by the SAILS Test Standard 2: Accesses Needed Information Effectively and Efficiently. The numbering refers to the ACRL documents: the first digit is the ACRL standard, the second is the ACRL performance indicator, the third is the ACRL outcome, and the fourth is the ACRL objective. 2.1.3.1 Describes the structure and components of the system or tool being used, regardless of format (e.g., index, thesaurus, type of information retrieved by the system). 2.1.3.2 Identifies the source of help within a given information retrieval system and uses it effectively. 2.1.3.3 Identifies what types of information are contained in a particular system (e.g., all branch libraries are included in the catalog; not all databases are full text; catalogs, periodical databases, and Web sites may be included in a gateway). 2.1.3.4 Distinguishes among indexes, online databases, and collections of online databases, as well as gateways to different databases and collections. 2.1.3.5 Selects appropriate tools (e.g., indexes, online databases) for research on a particular topic. 2.1.3.6 Identifies the differences between freely available Internet search tools and subscription or fee-based databases. 2.1.3.7 Identifies and uses search language and protocols (e.g., Boolean, adjacency) appropriate to the retrieval system. 2.1.3.8 Determines the period of time covered by a particular source. 2.1.3.9 Identifies the types of sources that are indexed in a particular database or index (e.g., an index that covers newspapers or popular periodicals versus a more specialized index to find scholarly literature). 2.1.4.1 Selects appropriate information sources (i.e., primary, secondary or tertiary sources) and determines their relevance for the current information need. 2.1.4.2 Determines appropriate means for recording or saving the desired information (e.g., printing, saving to disc, photocopying, taking notes). 2.2.1.1 Describes a general process for searching for information. 2.2.2.3 Identifies alternate terminology, including synonyms, broader or narrower words and phrases that describe a topic. 2.2.2.4 Identifies keywords that describe an information source (e.g., book, journal article, magazine article, Web site). 2.2.3.2 Explains what controlled vocabulary is and why it is used. 2.2.3.4 Identifies when and where controlled vocabulary is used in a bibliographic record, and then successfully searches for additional information using that vocabulary. 2.2.4.1 Demonstrates when it is appropriate to search a particular field (e.g., title, author, subject). 2.2.4.2 Demonstrates an understanding of the concept of Boolean logic and constructs a search statement using Boolean operators. 2.2.4.3 Demonstrates an understanding of the concept of proximity searching and constructs a search statement using proximity operators. 2.2.4.4 Demonstrates an understanding of the concept of nesting and constructs a search using nested words or phrases. 2.2.4.6 Demonstrates an understanding of the concept of keyword searching and uses it appropriately and effectively. Results By ACRL Standards 70 SAILS Results - University of Virgin Islands Figure 4.4 (continued) Objectives and Outcomes from ACRL Standard 2 Measured by the SAILS Test 2.2.4.7 Demonstrates an understanding of the concept of truncation and uses it appropriately and effectively. 2.2.5.1 Uses help screens and other user aids to understand the particular search structures and commands of an information retrieval system. 2.2.5.2 Demonstrates an awareness of the fact that there may be separate interfaces for basic and advanced searching in retrieval systems. 2.2.5.3 Narrows or broadens questions and search terms to retrieve the appropriate quantity of information, using search techniques such as Boolean logic, limiting, and field searching. 2.2.6.1 Locates major print bibliographic and reference sources appropriate to the discipline of a research topic. 2.2.6.3 Demonstrates an understanding of the fact that items may be grouped together by subject in order to facilitate browsing. 2.2.6.4 Uses effectively the organizational structure of a typical book (e.g., indexes, tables of contents, user's instructions, legends, cross-references) in order to locate pertinent information in it. 2.3.1.1 Describes some materials that are not available online or in digitized formats and must be accessed in print or other formats (e.g., microform, video, audio). 2.3.1.2 Identifies research sources, regardless of format, that are appropriate to a particular discipline or research need. 2.3.1.3 Recognizes the format of an information source (e.g., book, chapter in a book, periodical article) from its citation. (See also 2.3.2.) 2.3.1.4 Uses different research sources (e.g., catalogs and indexes) to find different types of information (e.g., books and periodical articles). 2.3.1.5 Describes search functionality common to most databases regardless of differences in the search interface (e.g., Boolean logic capability, field structure, keyword searching, relevancy ranking). 2.3.1.6 Uses effectively the organizational structure and access points of print research sources (e.g., indexes, bibliographies) to retrieve pertinent information from those sources. 2.3.2.1 Uses call number systems effectively (e.g., demonstrates how a call number assists in locating the corresponding item in the library). 2.3.2.2 Explains the difference between the library catalog and a periodical index. 2.3.2.3 Describes the different scopes of coverage found in different periodical indexes. 2.3.2.4 Distinguishes among citations to identify various types of materials (e.g., books, periodical articles, essays in anthologies). (See also 2.3.1.) 2.3.3.1 Retrieves a document in print or electronic form. 2.3.3.2 Describes various retrieval methods for information not available locally. 2.3.3.3 Identifies the appropriate service point or resource for the particular information need. 2.3.3.4 Initiates an interlibrary loan request by filling out and submitting a form either online or in person. 2.3.3.5 Uses the Web site of an institution, library, organization or community to locate information about specific services. 2.4.1.1 Determines if the quantity of citations retrieved is adequate, too extensive, or insufficient for the information need. 2.4.1.2 Evaluates the quality of the information retrieved using criteria such as authorship, point of view/bias, date written, citations, etc. 2.4.1.3 Assesses the relevance of information found by examining elements of the citation such as title, abstract, subject headings, source, and date of publication. Results By ACRL Standards SAILS Results - STX 2012 Fall Fresh 71 Figure 4.4 (continued) Objectives and Outcomes from ACRL Standard 2 Measured by the SAILS Test 2.4.1.4 Determines the relevance of an item to the information need in terms of its depth of coverage, language, and time frame. 2.5.1 Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments) 2.5.3.1 Identifies different types of information sources cited in a research tool. 2.5.3.3 Demonstrates an understanding that different disciplines may use different citation styles. 2.5.5 Uses various technologies to manage the information selected and organized Results By ACRL Standards 72 SAILS Results - University of Virgin Islands Figure 4.5 Objectives and Outcomes from ACRL Standard 3 Measured by the SAILS Test Standard 3: Evaluates Information and Its Sources Critically and Incorporates Selected Information Into His or Her Knowledge Base and Value System. The numbering refers to the ACRL documents: the first digit is the ACRL standard, the second is the ACRL performance indicator, the third is the ACRL outcome, and the fourth is the ACRL objective. 3.2.1.1 Locates and examines critical reviews of information sources using available resources and technologies. 3.2.1.2 Investigates an author's qualifications and reputation through reviews or biographical sources. 3.2.1.3 Investigates validity and accuracy by consulting sources identified through bibliographic references. 3.2.1.8 Demonstrates an understanding that other sources may provide additional information to either confirm or question point of view or bias. 3.2.3.1 Demonstrates an understanding that information in any format reflects an author's, sponsor's, and/or publisher's point of view. 3.2.3.2 Demonstrates an understanding that some information and information sources may present a one-sided view and may express opinions rather than facts. 3.2.3.3 Demonstrates an understanding that some information and sources may be designed to trigger emotions, conjure stereotypes, or promote support for a particular viewpoint or group. 3.2.3.5 Searches for independent verification or corroboration of the accuracy and completeness of the data or representation of facts presented in an information source. 3.4.1 Determines whether information satisfies the research or other information need 3.4.5.2 Determines when a single search strategy may not fit a topic precisely enough to retrieve sufficient relevant information. 3.4.5.3 Determines when some topics may be too recent to be covered by some standard tools (e.g., a periodicals index) and when information on the topic retrieved by less authoritative tools (e.g., a Web search engine) may not be reliable. 3.4.7.2 Distinguishes among various information sources in terms of established evaluation criteria (e.g., content, authority, currency). 3.6.3 Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs) 3.7.2.1 Demonstrates how searches may be limited or expanded by modifying search terminology or logic. 3.7.3.1 Examines footnotes and bibliographies from retrieved items to locate additional sources. Results By ACRL Standards SAILS Results - STX 2012 Fall Fresh 73 Figure 4.6 Objectives and Outcomes from ACRL Standard 5 Measured by the SAILS Test Standard 5: Understands Many of the Economic, Legal, and Social Issues Surrounding the Use of Information and Accesses and Uses Information Ethically and Legally. The numbering refers to the ACRL documents: the first digit is the ACRL standard, the second is the ACRL performance indicator, the third is the ACRL outcome, and the fourth is the ACRL objective. 5.1.1 Identifies and discusses issues related to privacy and security in both the print and electronic environments 5.1.2.1 Demonstrates an understanding that not all information on the Web is free, i.e., some Web-based databases require users to pay a fee or to subscribe in order to retrieve full text or other content. 5.1.2.2 Demonstrates awareness that the library pays for access to databases, information tools, full-text resources, etc., and may use the Web to deliver them to its clientele. 5.1.2.3 Describes how the terms of subscriptions or licenses may limit their use to a particular clientele or location. 5.1.3 Identifies and discusses issues related to censorship and freedom of speech 5.1.4 Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material 5.2.1 Participates in electronic discussions following accepted practices (e.g. "Netiquette") 5.2.5 Legally obtains, stores, and disseminates text, data, images, or sounds 5.2.6 Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own 5.2.7 Demonstrates an understanding of institutional policies related to human subjects research 5.3.1.2 Identifies citation elements for information sources in different formats (e.g., book, article, television program, Web page, interview). 5.3.1.3 Demonstrates an understanding that there are different documentation styles, published or accepted by various groups 5.3.1.5 Describes when the format of the source cited may dictate a certain citation style. 5.3.1.8 Recognizes that consistency of citation format is important, especially if a course instructor has not required a particular style. Results By ACRL Standards 74 SAILS Results - University of Virgin Islands SAILS Results - STX 2012 Fall Fresh 75 APPENDIX A About Project SAILS Project SAILS is located at Kent State University in Ohio. Since development began in 2000, the project has received significant support from Kent State University, the Association of Research Libraries, the Ohio Board of Regents, the Institute of Museum and Library Services, and the many colleges and universities that have participated in the project. Project SAILS began when a team of librarians at Kent State University identified a need to measure information literacy skills of students. The need emerged where the demand for increased accountability, the call for continual assessment, and the growing information literacy movement met. Several important questions arose: Does information literacy affect student success? Where do students learn their information literacy skills? What role does the library play in information literacy levels of students? Are the resources allocated to library instruction worthwhile for the university? Answers to these questions require intensive and careful investigation. And the investigation must begin with the answer to a seemingly simple question: How information literate are our students? To answer that basic question, the project team created the Standardized Assessment of Information Literacy Skills (SAILS). Over the course of six years, the team, in close collaboration with its partners, developed a test that: • is valid and reliable • is based on the Information Literacy Competency Standards for Higher Education, published by the Association of College and Research Libraries • is comprised of carefully written and tested items • is easy to administer on a large scale • offers internal and external benchmarking • results in data reports that clearly describe performance of groups of students The information provided by the SAILS test, coupled with knowledge of and interpretation by the local institution, will allow librarians to investigate the larger questions about the effect of information literacy on student success. Libraries that utilize SAILS will be able to document information literacy skill levels, establish internal and peer benchmarks of performance, pinpoint areas for improvement, identify and justify resource needs, and assess and demonstrate the effects of changes in their instructional programs. Librarians will be able to clarify for themselves and their institutions what role, if any, information literacy plays in student success and retention. The Project SAILS team consists of experts in librarianship, measurement and evaluation, and web programming: Julie A. Gedeon Evaluation and Measurement Consultant Director of Assessment and Accreditation for the College of Education, University of Akron Carolyn J. Radcliff Information Literacy Librarian Reference and Instruction Librarian for University Libraries, Kent State University Richard A. Wiggins Web Programmer President, Carrick Enterprises, Inc. For more information, go to the Project SAILS web site: www.ProjectSAILS.org Appendix A - About Project SAILS 76 SAILS Results - University of Virgin Islands APPENDIX B List of Institutions in the All-Institutions Benchmark Institution Location Type of Institution 1. Abilene Christian University Abilene, TX Masters 2. Alfred University Alfred, NY Masters 3. Asbury University Wilmore, Kentucky Masters 4. Ashford University Clinton, Iowa Baccalaureate - General 5. Auburn University Auburn, Alabama Doctorate 6. Baldwin-Wallace College Berea, OH Masters 7. Barry University Miami Shores, Florida Doctorate 8. Bauder College Atlanta, Georgia Baccalaureate - General 9. Belmont Abbey College Belmont, North Carolina Baccalaureate - General 10. Berkeley College West Paterson, NJ Baccalaureate - Liberal Arts 11. Bluffton University Bluffton, Ohio Baccalaureate - Liberal Arts 12. Butler County Community College Butler, PA Associates 13. California Maritime Academy Vallejo, CA Baccalaureate - General 14. California State University Chico Chico, CA Baccalaureate - General 15. Calvin College Grand Rapids, MI Masters 16. Cedarville University Cedarville, Ohio Baccalaureate - Liberal Arts 17. Central Methodist University Fayette, MO Baccalaureate - General 18. Chapman University Orange, CA Masters 19. Coastal Carolina University Conway, SC Baccalaureate - Liberal Arts 20. Concordia College Moorhead, MN Baccalaureate - Liberal Arts 21. Concordia College-NY Bronxville, Westchester /New York Baccalaureate - General 22. Cottey College Nevada, Missouri Associates 23. Curry College Milton, Massachusetts Masters 24. Dalhousie University, Schulich School of Law Halifax, Nova Scotia Doctorate 25. DeSales University Center Valley, PA Masters 26. East Central University Ada, Oklahoma Baccalaureate - Liberal Arts 27. Eastern Shore Community College Melfa, Virginia Associates 28. Eckerd College St. Petersburg, FL Baccalaureate - Liberal Arts 29. Edward Waters College Jacksonville, FL Baccalaureate - Liberal Arts 30. Erie Community College Buffalo, NY Associates 31. Fisher College Boston, Massachusetts Baccalaureate - General 32. Gadsden State Community College Gadsden, AL Associates 33. Grant MacEwan College Edmonton, Alberta Baccalaureate - Liberal Arts 34. H. Raymond Danforth Library-New England CollegeHenniker, NH Masters 35. Hamline University St. Paul, MN Masters 36. Hartwick College Oneonta, New York Baccalaureate - Liberal Arts 37. Illinois Wesleyan University Bloomington, IL Baccalaureate - Liberal Arts 38. Kean University Union, New Jersey Masters 39. Keene State College Keene, New Hampshire Masters 40. La Roche College Pittsburgh, Pennsylvania Masters Appendix B - List of Institutions in the All-Institutions Benchmark SAILS Results - STX 2012 Fall Fresh 77 Institution Location Type of Institution 41. Lamar State College-Orange Orange, TX Associates 42. Lancaster Bible College Lancaster, PA Baccalaureate - General 43. Lincoln Memorial University Harrogate, TN Doctorate 44. Long Island University CW Post Brookville, New York Doctorate 45. Lynchburg College Lynchburg, Virginia Masters 46. Manhattanville College Purchase, New York Baccalaureate - Liberal Arts 47. Mansfield University Mansfield, Pennsylvania Masters 48. Marygrove College Library Detroit, Michigan Baccalaureate - Liberal Arts 49. McDaniel College Westminster, Maryland Baccalaureate - Liberal Arts 50. Misericordia University Dallas, Pennsylvania Doctorate 51. Mississippi College Clinton, MS Doctorate 52. Molloy College Rockville Centre, NY Masters 53. Norfolk State University Norfolk, Virginia Masters 54. North Georgia College & State University Dahlonega, GA Baccalaureate - General 55. Northern State University Aberdeen, SD Masters 56. Northwest Missouri State University Maryville, MO Masters 57. Ohio University Athens, Ohio Doctorate 58. Patrick Henry College Purcellville, VA Baccalaureate - Liberal Arts 59. Pennsylvania College of Technology Williamsport, PA 17701 Baccalaureate - General 60. Pepperdine University Library Malibu, CA Doctorate 61. Pikeville College Pikeville, KY Baccalaureate - Liberal Arts 62. Purdue University West Lafayette, IN Doctorate 63. Rasmussen College Bloomington, MN Baccalaureate - General 64. River Parishes Community College Sorrento, Louisiana Associates 65. Samford University Birmingham, Alabama Doctorate 66. Savannah State University Savannah, GA Masters 67. Seminole Community College Sanford, Florida Baccalaureate - General 68. Seward County Community College and Area Technical School Liberal, KS Associates 69. Shaw University Raleigh, North Carolina Masters 70. Siena College Loudonville, New York Baccalaureate - Liberal Arts 71. South University Savannah,, GA Masters 72. St. Johns River State College Palatka, FL Baccalaureate - General 73. Sullivan County Community College (SUNY) Loch Sheldrake, NY Associates 74. SUNY Fredonia Fredonia, New York Masters 75. Texas Southern University Houston, Texas Baccalaureate - General 76. Thomas College Waterville, Maine Masters 77. Thomas Edison State College Trenton, New Jersey Masters 78. University of Arkansas at Little Rock Little Rock, AR Doctorate 79. University of Central Oklahoma Edmond, Oklahoma Masters 80. University of Maryland, Baltimore County (UMBC)Baltimore, Maryland Doctorate 81. University of Montana - Helena COT Helena, MT Associates 82. University of Montevallo Montevallo, Alabama Masters 83. University of New Haven West Haven, Connecticut Baccalaureate - General 84. University of Phoenix Phoenix, AZ Masters 85. University of Pittsburgh Pittsburgh, Pennsylvania Doctorate Appendix B - List of Institutions in the All-Institutions Benchmark 78 SAILS Results - University of Virgin Islands Institution Location Type of Institution 86. University of the Pacific Stockton, CA Doctorate 87. University of Toronto Mississauga Mississauga, Ontario Doctorate 88. University of Virgin Islands Kingshill, Virgin Islands Masters 89. University of Western Ontario London, Ontario Doctorate 90. Valley Forge Christian College Phoenixville, PA Baccalaureate - General 91. Western Michigan University Kalamazoo, MI Doctorate 92. Western New England University Springfield, MA Masters 93. William Woods University Fulton, Missouri Masters Appendix B - List of Institutions in the All-Institutions Benchmark SAILS Results - STX 2012 Fall Fresh 79 APPENDIX C Test-Taker Profiles for Each Administration Abilene Christian University Fall 2010 Abilene Christian University Fall 2011 Abilene Christian University Fall 2012 Alfred University SAILS Fall 2010 Fall 2010 Fall 2011 Fall 2012 Fall 2010 (n=63) (n=439) (n=695) (n=143) Characteristics n % n % n % n % Class Standing Freshman 60 95.2 431 98.2 687 98.8 51 35.7 Sophomore 3 4.8 8 1.8 5 0.7 7 4.9 Junior 0 0.0 0 0.0 1 0.1 4 2.8 Senior 0 0.0 0 0.0 0 0.0 77 53.8 Other 0 0.0 0 0.0 2 0.3 4 2.8 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 2 3.2 11 2.5 10 1.4 4 2.8 Architecture 0 0.0 4 0.9 1 0.1 0 0.0 Business 12 19.0 60 13.7 120 17.3 10 7.0 Communications/Journalism 5 7.9 25 5.7 45 6.5 2 1.4 Education 11 17.5 34 7.7 36 5.2 4 2.8 Engineering/Computer Science 5 7.9 14 3.2 27 3.9 34 23.8 General Studies 0 0.0 0 0.0 0 0.0 1 0.7 Health Sciences 5 7.9 69 15.7 122 17.6 1 0.7 History 0 0.0 2 0.5 10 1.4 2 1.4 Humanities 1 1.6 10 2.3 11 1.6 7 4.9 Law/Political Science 0 0.0 0 0.0 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 2 3.2 27 6.2 47 6.8 28 19.6 Science/Math 9 14.3 51 11.6 86 12.4 12 8.4 Social Sciences/Psychology 4 6.3 46 10.5 67 9.6 12 8.4 Other 5 7.9 41 9.3 56 8.1 12 8.4 Undecided 2 3.2 45 10.3 57 8.2 14 9.8 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 80 SAILS Results - University of Virgin Islands Asbury University Spring 2011 Ashford University ENG122 Fall 2010 Ashford University F 10 Campus Freshmen Ashford University ENG122 Spring 2011 Spring 2011 Fall 2010 Fall 2010 Spring 2011 (n=106) (n=565) (n=266) (n=2,392) Characteristics n % n % n % n % Class Standing Freshman 27 25.5 336 59.5 266 100.0 0 0.0 Sophomore 24 22.6 98 17.3 0 0.0 0 0.0 Junior 36 34.0 74 13.1 0 0.0 0 0.0 Senior 19 17.9 57 10.1 0 0.0 0 0.0 Other 0 0.0 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 2,392 100.0 Student Major Agriculture/Environmental Studies 0 0.0 10 1.8 1 0.4 27 1.1 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 5 4.7 189 33.5 56 21.1 678 28.3 Communications/Journalism 31 29.2 10 1.8 5 1.9 25 1.0 Education 12 11.3 89 15.8 57 21.4 437 18.3 Engineering/Computer Science 0 0.0 0 0.0 0 0.0 0 0.0 General Studies 0 0.0 7 1.2 2 0.8 31 1.3 Health Sciences 7 6.6 73 12.9 16 6.0 180 7.5 History 3 2.8 9 1.6 2 0.8 25 1.0 Humanities 14 13.2 7 1.2 0 0.0 33 1.4 Law/Political Science 0 0.0 4 0.7 0 0.0 168 7.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 12 0.5 Performing & Fine Arts 6 5.7 0 0.0 2 0.8 0 0.0 Science/Math 10 9.4 0 0.0 32 12.0 0 0.0 Social Sciences/Psychology 8 7.5 92 16.3 54 20.3 327 13.7 Other 7 6.6 68 12.0 30 11.3 409 17.1 Undecided 3 2.8 7 1.2 6 2.3 40 1.7 Not Reported 0 0.0 0 0.0 3 1.1 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 81 Ashford University ENG122 Fall 2011 Ashford University EXP 103 Ashford University ENG122 Spring 2012 Ashford University ENG122 Fall 2012 Fall 2011 Fall 2011 Spring 2012 Fall 2012 (n=2,234) (n=248) (n=1,312) (n=723) Characteristics n % n % n % n % Class Standing Freshman 1,216 54.4 243 98.0 741 56.5 438 60.6 Sophomore 429 19.2 2 0.8 230 17.5 141 19.5 Junior 307 13.7 0 0.0 176 13.4 68 9.4 Senior 138 6.2 0 0.0 60 4.6 29 4.0 Other 144 6.4 0 0.0 105 8.0 47 6.5 Not Reported 0 0.0 3 1.2 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 19 0.9 2 0.8 8 0.6 1 0.1 Architecture 1 0.0 1 0.4 0 0.0 0 0.0 Business 631 28.2 47 19.0 396 30.2 207 28.6 Communications/Journalism 29 1.3 5 2.0 8 0.6 9 1.2 Education 376 16.8 46 18.5 204 15.5 112 15.5 Engineering/Computer Science 8 0.4 8 3.2 2 0.2 1 0.1 General Studies 19 0.9 2 0.8 6 0.5 6 0.8 Health Sciences 198 8.9 14 5.6 123 9.4 65 9.0 History 30 1.3 3 1.2 14 1.1 14 1.9 Humanities 16 0.7 0 0.0 16 1.2 2 0.3 Law/Political Science 56 2.5 18 7.3 26 2.0 15 2.1 Military/Naval Science 12 0.5 0 0.0 3 0.2 7 1.0 Performing & Fine Arts 4 0.2 5 2.0 2 0.2 6 0.8 Science/Math 11 0.5 23 9.3 4 0.3 2 0.3 Social Sciences/Psychology 332 14.9 33 13.3 196 14.9 109 15.1 Other 452 20.2 30 12.1 281 21.4 161 22.3 Undecided 40 1.8 7 2.8 23 1.8 6 0.8 Not Reported 0 0.0 4 1.6 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 82 SAILS Results - University of Virgin Islands Ashford University EXP103 Fall 2012 Ashford University GEN499 Fall 2012 Auburn University Spring 2011 Baldwin- Wallace College 2010 Fall Freshmen Fall 2012 Fall 2012 Spring 2011 Fall 2010 (n=199) (n=86) (n=374) (n=78) Characteristics n % n % n % n % Class Standing Freshman 198 99.5 0 0.0 62 16.6 39 50.0 Sophomore 1 0.5 3 3.5 94 25.1 0 0.0 Junior 0 0.0 6 7.0 98 26.2 0 0.0 Senior 0 0.0 73 84.9 115 30.7 39 50.0 Other 0 0.0 4 4.7 5 1.3 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 2 1.0 1 1.2 17 4.5 0 0.0 Architecture 0 0.0 0 0.0 10 2.7 0 0.0 Business 53 26.6 22 25.6 45 12.0 11 14.1 Communications/Journalism 3 1.5 0 0.0 15 4.0 3 3.8 Education 30 15.1 12 14.0 35 9.4 10 12.8 Engineering/Computer Science 1 0.5 0 0.0 81 21.7 0 0.0 General Studies 1 0.5 0 0.0 23 6.1 0 0.0 Health Sciences 11 5.5 7 8.1 14 3.7 7 9.0 History 1 0.5 3 3.5 0 0.0 2 2.6 Humanities 0 0.0 7 8.1 9 2.4 3 3.8 Law/Political Science 17 8.5 1 1.2 0 0.0 4 5.1 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 4 2.0 0 0.0 3 0.8 9 11.5 Science/Math 22 11.1 0 0.0 78 20.9 4 5.1 Social Sciences/Psychology 18 9.0 24 27.9 29 7.8 10 12.8 Other 27 13.6 9 10.5 7 1.9 9 11.5 Undecided 9 4.5 0 0.0 8 2.1 6 7.7 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 83 Baldwin- Wallace College BW-FR-11 Baldwin- Wallace College BW-SR-11 Baldwin- Wallace College BWU FR12 Baldwin- Wallace College BWU SR12 Fall 2011 Fall 2011 Fall 2012 Fall 2012 (n=51) (n=46) (n=57) (n=60) Characteristics n % n % n % n % Class Standing Freshman 51 100.0 0 0.0 57 100.0 0 0.0 Sophomore 0 0.0 0 0.0 0 0.0 0 0.0 Junior 0 0.0 0 0.0 0 0.0 1 1.7 Senior 0 0.0 46 100.0 0 0.0 59 98.3 Other 0 0.0 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 6 11.8 6 13.0 5 8.8 6 10.0 Communications/Journalism 1 2.0 5 10.9 2 3.5 3 5.0 Education 9 17.6 6 13.0 8 14.0 9 15.0 Engineering/Computer Science 0 0.0 0 0.0 2 3.5 3 5.0 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 2 3.9 1 2.2 10 17.5 5 8.3 History 3 5.9 0 0.0 2 3.5 3 5.0 Humanities 4 7.8 2 4.3 0 0.0 2 3.3 Law/Political Science 1 2.0 1 2.2 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 6 11.8 10 21.7 4 7.0 5 8.3 Science/Math 6 11.8 4 8.7 3 5.3 6 10.0 Social Sciences/Psychology 4 7.8 6 13.0 3 5.3 14 23.3 Other 5 9.8 2 4.3 7 12.3 4 6.7 Undecided 4 7.8 0 0.0 11 19.3 0 0.0 Not Reported 0 0.0 3 6.5 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 84 SAILS Results - University of Virgin Islands Barry University 2011 FALL FRESHMEN Bauder College Spring 2010 Belmont Abbey College Freshmen Fall 2010 Belmont Abbey College Freshmen Fall 2011 Fall 2011 Spring 2010 Spring 2011 Spring 2012 (n=271) (n=111) (n=215) (n=120) Characteristics n % n % n % n % Class Standing Freshman 230 84.9 86 77.5 212 98.6 120 100.0 Sophomore 36 13.3 14 12.6 1 0.5 0 0.0 Junior 3 1.1 4 3.6 1 0.5 0 0.0 Senior 0 0.0 2 1.8 1 0.5 0 0.0 Other 2 0.7 2 1.8 0 0.0 0 0.0 Not Reported 0 0.0 3 2.7 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 1 0.4 0 0.0 33 15.3 0 0.0 Architecture 0 0.0 7 6.3 0 0.0 0 0.0 Business 23 8.5 20 18.0 59 27.4 19 15.8 Communications/Journalism 21 7.7 0 0.0 0 0.0 0 0.0 Education 4 1.5 0 0.0 21 9.8 13 10.8 Engineering/Computer Science 12 4.4 0 0.0 3 1.4 0 0.0 General Studies 15 5.5 0 0.0 1 0.5 0 0.0 Health Sciences 55 20.3 12 10.8 0 0.0 0 0.0 History 3 1.1 0 0.0 4 1.9 3 2.5 Humanities 0 0.0 0 0.0 15 7.0 9 7.5 Law/Political Science 8 3.0 11 9.9 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 13 4.8 19 17.1 0 0.0 0 0.0 Science/Math 34 12.5 0 0.0 3 1.4 22 18.3 Social Sciences/Psychology 14 5.2 35 31.5 23 10.7 15 12.5 Other 31 11.4 7 6.3 12 5.6 4 3.3 Undecided 37 13.7 0 0.0 41 19.1 35 29.2 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 85 Belmont Abbey College fall 2012 Berkeley College Winter 2010 Bluffton University 2009-10 AY Butler County Community College 2011 Graduating Fall 2012 Spring 2010 Spring 2010 Spring 2011 (n=164) (n=59) (n=130) (n=180) Characteristics n % n % n % n % Class Standing Freshman 163 99.4 35 59.3 0 0.0 13 7.2 Sophomore 1 0.6 0 0.0 13 10.0 163 90.6 Junior 0 0.0 0 0.0 62 47.7 2 1.1 Senior 0 0.0 24 40.7 55 42.3 1 0.6 Other 0 0.0 0 0.0 0 0.0 1 0.6 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 1 0.6 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 1 0.6 Business 26 15.9 10 16.9 27 20.8 24 13.3 Communications/Journalism 0 0.0 0 0.0 6 4.6 2 1.1 Education 14 8.5 0 0.0 31 23.8 24 13.3 Engineering/Computer Science 0 0.0 2 3.4 4 3.1 30 16.7 General Studies 0 0.0 0 0.0 0 0.0 5 2.8 Health Sciences 9 5.5 5 8.5 2 1.5 39 21.7 History 3 1.8 0 0.0 4 3.1 0 0.0 Humanities 3 1.8 0 0.0 2 1.5 0 0.0 Law/Political Science 6 3.7 12 20.3 0 0.0 2 1.1 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 1 0.6 3 5.1 9 6.9 0 0.0 Science/Math 22 13.4 0 0.0 4 3.1 14 7.8 Social Sciences/Psychology 12 7.3 0 0.0 21 16.2 18 10.0 Other 36 22.0 27 45.8 19 14.6 16 8.9 Undecided 31 18.9 0 0.0 1 0.8 4 2.2 Not Reported 0 0.0 0 0.0 0 0.0 1 0.6 Appendix C - Test-Taker Profiles for Each Administration 86 SAILS Results - University of Virgin Islands California Maritime Academy Fall2010 California Maritime Academy Spring2011 California State University Chico Fall 2009 Yr 1 & 3 Calvin College Spring 2010 Pilot Fall 2010 Spring 2011 Spring 2010 Spring 2010 (n=50) (n=53) (n=64) (n=196) Characteristics n % n % n % n % Class Standing Freshman 33 66.0 45 84.9 29 45.3 6 3.1 Sophomore 7 14.0 3 5.7 0 0.0 34 17.3 Junior 7 14.0 3 5.7 0 0.0 64 32.7 Senior 1 2.0 1 1.9 0 0.0 89 45.4 Other 2 4.0 1 1.9 35 54.7 3 1.5 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 3 1.5 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 1 2.0 2 3.8 0 0.0 30 15.3 Communications/Journalism 0 0.0 0 0.0 0 0.0 3 1.5 Education 0 0.0 0 0.0 0 0.0 12 6.1 Engineering/Computer Science 0 0.0 10 18.9 0 0.0 4 2.0 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 0 0.0 0 0.0 64 100.0 2 1.0 History 0 0.0 0 0.0 0 0.0 7 3.6 Humanities 0 0.0 0 0.0 0 0.0 34 17.3 Law/Political Science 0 0.0 0 0.0 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 0 0.0 0 0.0 9 4.6 Science/Math 0 0.0 0 0.0 0 0.0 15 7.7 Social Sciences/Psychology 41 82.0 4 7.5 0 0.0 48 24.5 Other 8 16.0 37 69.8 0 0.0 28 14.3 Undecided 0 0.0 0 0.0 0 0.0 1 0.5 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 87 Cedarville University CU Spring 2010 Cedarville University ProjectSAILSFa ll2011 Cedarville University ProjectSAILSSp r2012 Cedarville University ProjectSAILSFa ll2012 Spring 2010 Fall 2011 Spring 2012 Fall 2012 (n=143) (n=66) (n=63) (n=102) Characteristics n % n % n % n % Class Standing Freshman 56 39.2 58 87.9 0 0.0 95 93.1 Sophomore 9 6.3 6 9.1 1 1.6 0 0.0 Junior 17 11.9 2 3.0 6 9.5 0 0.0 Senior 60 42.0 0 0.0 55 87.3 0 0.0 Other 1 0.7 0 0.0 1 1.6 7 6.9 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 15 10.5 1 1.5 4 6.3 7 6.9 Communications/Journalism 17 11.9 3 4.5 3 4.8 5 4.9 Education 11 7.7 4 6.1 6 9.5 6 5.9 Engineering/Computer Science 10 7.0 5 7.6 12 19.0 8 7.8 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 20 14.0 22 33.3 14 22.2 31 30.4 History 2 1.4 5 7.6 8 12.7 3 2.9 Humanities 7 4.9 0 0.0 1 1.6 5 4.9 Law/Political Science 0 0.0 0 0.0 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 11 7.7 5 7.6 4 6.3 9 8.8 Science/Math 23 16.1 9 13.6 3 4.8 16 15.7 Social Sciences/Psychology 17 11.9 6 9.1 6 9.5 4 3.9 Other 7 4.9 2 3.0 2 3.2 2 2.0 Undecided 3 2.1 4 6.1 0 0.0 6 5.9 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 88 SAILS Results - University of Virgin Islands Central Methodist University FALL 2011 Central Methodist University Spring 2012 Central Methodist University Fall 2012 Chapman University 2009-2010 Brandman Fall 2011 Spring 2012 Fall 2012 Spring 2010 (n=82) (n=77) (n=102) (n=53) Characteristics n % n % n % n % Class Standing Freshman 0 0.0 0 0.0 0 0.0 53 100.0 Sophomore 0 0.0 3 3.9 0 0.0 0 0.0 Junior 18 22.0 37 48.1 39 38.2 0 0.0 Senior 63 76.8 36 46.8 61 59.8 0 0.0 Other 1 1.2 1 1.3 2 2.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 1 1.2 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 10 12.2 9 11.7 19 18.6 6 11.3 Communications/Journalism 3 3.7 0 0.0 3 2.9 0 0.0 Education 14 17.1 22 28.6 18 17.6 7 13.2 Engineering/Computer Science 3 3.7 2 2.6 4 3.9 0 0.0 General Studies 2 2.4 1 1.3 0 0.0 8 15.1 Health Sciences 14 17.1 7 9.1 20 19.6 0 0.0 History 1 1.2 2 2.6 1 1.0 0 0.0 Humanities 2 2.4 1 1.3 0 0.0 0 0.0 Law/Political Science 0 0.0 3 3.9 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 2 2.4 2 2.6 5 4.9 0 0.0 Science/Math 17 20.7 8 10.4 9 8.8 0 0.0 Social Sciences/Psychology 5 6.1 9 11.7 12 11.8 19 35.8 Other 8 9.8 10 13.0 11 10.8 11 20.8 Undecided 0 0.0 1 1.3 0 0.0 2 3.8 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 89 Chapman University 2010 Fall FFC Chapman University Brandman 2011 Chapman University 2011 Fall FFC Chapman University Brandman_2011 -2012 Spring 2011 Spring 2011 Spring 2012 Spring 2012 (n=965) (n=250) (n=1,017) (n=438) Characteristics n % n % n % n % Class Standing Freshman 965 100.0 250 100.0 1,017 100.0 30 6.8 Sophomore 0 0.0 0 0.0 0 0.0 42 9.6 Junior 0 0.0 0 0.0 0 0.0 250 57.1 Senior 0 0.0 0 0.0 0 0.0 92 21.0 Other 0 0.0 0 0.0 0 0.0 24 5.5 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 9 0.9 0 0.0 5 0.5 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 194 20.1 57 22.8 197 19.4 123 28.1 Communications/Journalism 46 4.8 0 0.0 57 5.6 0 0.0 Education 15 1.6 21 8.4 21 2.1 27 6.2 Engineering/Computer Science 10 1.0 4 1.6 10 1.0 4 0.9 General Studies 0 0.0 30 12.0 0 0.0 38 8.7 Health Sciences 49 5.1 0 0.0 61 6.0 1 0.2 History 18 1.9 1 0.4 12 1.2 1 0.2 Humanities 22 2.3 1 0.4 30 2.9 0 0.0 Law/Political Science 0 0.0 26 10.4 0 0.0 45 10.3 Military/Naval Science 0 0.0 1 0.4 0 0.0 0 0.0 Performing & Fine Arts 263 27.3 0 0.0 293 28.8 0 0.0 Science/Math 51 5.3 0 0.0 71 7.0 0 0.0 Social Sciences/Psychology 64 6.6 84 33.6 74 7.3 136 31.1 Other 86 8.9 21 8.4 82 8.1 60 13.7 Undecided 138 14.3 4 1.6 104 10.2 3 0.7 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 90 SAILS Results - University of Virgin Islands Chapman University 2012 Fall FFC Coastal Carolina University 2010 Fall Testing Concordia College Freshmen, Fall 2011 Concordia College- NY Spring 2010 Fall 2012 Fall 2010 Fall 2011 Spring 2010 (n=991) (n=371) (n=154) (n=65) Characteristics n % n % n % n % Class Standing Freshman 991 100.0 94 25.3 150 97.4 51 78.5 Sophomore 0 0.0 6 1.6 4 2.6 11 16.9 Junior 0 0.0 26 7.0 0 0.0 1 1.5 Senior 0 0.0 244 65.8 0 0.0 1 1.5 Other 0 0.0 1 0.3 0 0.0 1 1.5 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 13 1.3 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 1 0.3 0 0.0 0 0.0 Business 221 22.3 116 31.3 16 10.4 11 16.9 Communications/Journalism 60 6.1 41 11.1 5 3.2 1 1.5 Education 21 2.1 2 0.5 16 10.4 11 16.9 Engineering/Computer Science 8 0.8 0 0.0 5 3.2 0 0.0 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 48 4.8 33 8.9 23 14.9 1 1.5 History 10 1.0 3 0.8 2 1.3 2 3.1 Humanities 35 3.5 0 0.0 3 1.9 0 0.0 Law/Political Science 0 0.0 0 0.0 3 1.9 2 3.1 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 248 25.0 0 0.0 12 7.8 0 0.0 Science/Math 66 6.7 37 10.0 32 20.8 2 3.1 Social Sciences/Psychology 68 6.9 47 12.7 13 8.4 11 16.9 Other 74 7.5 11 3.0 8 5.2 10 15.4 Undecided 119 12.0 80 21.6 16 10.4 14 21.5 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 91 Concordia College- NY Spring 2011 Concordia College- NY SAILS Spring 2012 Cottey College Assessment Day 2012 Curry College AC 1000 Spring 2011 Spring 2012 Spring 2012 Fall 2011 (n=69) (n=84) (n=179) (n=233) Characteristics n % n % n % n % Class Standing Freshman 51 73.9 58 69.0 106 59.2 95 40.8 Sophomore 8 11.6 15 17.9 71 39.7 114 48.9 Junior 6 8.7 2 2.4 0 0.0 20 8.6 Senior 4 5.8 9 10.7 1 0.6 4 1.7 Other 0 0.0 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 1 0.6 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 7 3.9 0 0.0 Architecture 0 0.0 0 0.0 1 0.6 0 0.0 Business 12 17.4 28 33.3 10 5.6 9 3.9 Communications/Journalism 3 4.3 0 0.0 8 4.5 28 12.0 Education 16 23.2 8 9.5 10 5.6 26 11.2 Engineering/Computer Science 0 0.0 0 0.0 2 1.1 6 2.6 General Studies 0 0.0 0 0.0 1 0.6 0 0.0 Health Sciences 8 11.6 14 16.7 15 8.4 72 30.9 History 0 0.0 0 0.0 5 2.8 5 2.1 Humanities 0 0.0 0 0.0 9 5.0 1 0.4 Law/Political Science 0 0.0 0 0.0 2 1.1 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 2 2.9 1 1.2 17 9.5 0 0.0 Science/Math 9 13.0 5 6.0 25 14.0 6 2.6 Social Sciences/Psychology 5 7.2 9 10.7 25 14.0 45 19.3 Other 8 11.6 13 15.5 16 8.9 8 3.4 Undecided 6 8.7 6 7.1 24 13.4 27 11.6 Not Reported 0 0.0 0 0.0 2 1.1 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 92 SAILS Results - University of Virgin Islands Dalhousie University, Schulich School of Law Law InfoLit DeSales University DeSales Spring 2010 DeSales University Fall 2010 East Central University 2011 Spr UNIV 3001 Spring 2012 Spring 2010 Fall 2010 Spring 2011 (n=51) (n=94) (n=260) (n=109) Characteristics n % n % n % n % Class Standing Freshman 21 41.2 0 0.0 253 97.3 0 0.0 Sophomore 0 0.0 0 0.0 5 1.9 42 38.5 Junior 29 56.9 3 3.2 1 0.4 49 45.0 Senior 1 2.0 91 96.8 1 0.4 18 16.5 Other 0 0.0 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 1 0.9 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 0 0.0 46 48.9 17 6.5 11 10.1 Communications/Journalism 0 0.0 3 3.2 7 2.7 6 5.5 Education 0 0.0 0 0.0 7 2.7 18 16.5 Engineering/Computer Science 0 0.0 7 7.4 17 6.5 3 2.8 General Studies 0 0.0 0 0.0 0 0.0 1 0.9 Health Sciences 0 0.0 3 3.2 60 23.1 15 13.8 History 0 0.0 1 1.1 5 1.9 6 5.5 Humanities 1 2.0 3 3.2 2 0.8 1 0.9 Law/Political Science 46 90.2 0 0.0 0 0.0 3 2.8 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 21 22.3 40 15.4 3 2.8 Science/Math 1 2.0 4 4.3 29 11.2 9 8.3 Social Sciences/Psychology 1 2.0 4 4.3 19 7.3 2 1.8 Other 1 2.0 2 2.1 24 9.2 30 27.5 Undecided 1 2.0 0 0.0 33 12.7 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 93 East Central University 2012 Fall UNIV 1001 East Central University 2012 Fall UNIV 3001 Eastern Shore Community College Graduating 2010 Eastern Shore Community College GRAD Exit 2011 Fall 2012 Fall 2012 Spring 2010 Spring 2011 (n=390) (n=127) (n=65) (n=71) Characteristics n % n % n % n % Class Standing Freshman 386 99.0 0 0.0 0 0.0 0 0.0 Sophomore 4 1.0 28 22.0 65 100.0 0 0.0 Junior 0 0.0 64 50.4 0 0.0 0 0.0 Senior 0 0.0 35 27.6 0 0.0 71 100.0 Other 0 0.0 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 7 1.8 4 3.1 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 40 10.3 14 11.0 11 16.9 14 19.7 Communications/Journalism 10 2.6 5 3.9 0 0.0 0 0.0 Education 34 8.7 20 15.7 13 20.0 6 8.5 Engineering/Computer Science 10 2.6 3 2.4 0 0.0 4 5.6 General Studies 1 0.3 1 0.8 20 30.8 19 26.8 Health Sciences 47 12.1 12 9.4 0 0.0 7 9.9 History 9 2.3 3 2.4 0 0.0 0 0.0 Humanities 8 2.1 2 1.6 0 0.0 0 0.0 Law/Political Science 8 2.1 3 2.4 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 7 1.8 3 2.4 0 0.0 0 0.0 Science/Math 34 8.7 13 10.2 7 10.8 13 18.3 Social Sciences/Psychology 24 6.2 6 4.7 0 0.0 1 1.4 Other 140 35.9 38 29.9 13 20.0 7 9.9 Undecided 11 2.8 0 0.0 1 1.5 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 94 SAILS Results - University of Virgin Islands Eastern Shore Community College Grad. Exit 2012 Eckerd College 2011Freshmen Eckerd College 2011Seniors Eckerd College 2012Freshmen Spring 2012 Fall 2011 Fall 2011 Fall 2012 (n=67) (n=92) (n=93) (n=94) Characteristics n % n % n % n % Class Standing Freshman 0 0.0 90 97.8 0 0.0 92 97.9 Sophomore 0 0.0 1 1.1 0 0.0 1 1.1 Junior 0 0.0 1 1.1 2 2.2 0 0.0 Senior 67 100.0 0 0.0 91 97.8 0 0.0 Other 0 0.0 0 0.0 0 0.0 1 1.1 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 12 13.0 10 10.8 14 14.9 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 16 23.9 4 4.3 7 7.5 11 11.7 Communications/Journalism 0 0.0 2 2.2 4 4.3 1 1.1 Education 9 13.4 0 0.0 0 0.0 0 0.0 Engineering/Computer Science 3 4.5 0 0.0 1 1.1 0 0.0 General Studies 9 13.4 0 0.0 0 0.0 0 0.0 Health Sciences 11 16.4 0 0.0 0 0.0 0 0.0 History 0 0.0 2 2.2 2 2.2 0 0.0 Humanities 0 0.0 0 0.0 4 4.3 0 0.0 Law/Political Science 0 0.0 0 0.0 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 4 4.3 9 9.7 7 7.4 Science/Math 10 14.9 36 39.1 14 15.1 26 27.7 Social Sciences/Psychology 0 0.0 10 10.9 26 28.0 9 9.6 Other 5 7.5 12 13.0 16 17.2 9 9.6 Undecided 4 6.0 10 10.9 0 0.0 17 18.1 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 95 Eckerd College 2012Seniors Edward Waters College Fall 2010 Cohort Erie Community College 2010, fall Fisher College FALL 2010 Fall 2012 Fall 2010 Fall 2010 Fall 2010 (n=102) (n=217) (n=392) (n=101) Characteristics n % n % n % n % Class Standing Freshman 0 0.0 214 98.6 191 48.7 92 91.1 Sophomore 0 0.0 0 0.0 106 27.0 2 2.0 Junior 1 1.0 0 0.0 41 10.5 1 1.0 Senior 101 99.0 0 0.0 7 1.8 0 0.0 Other 0 0.0 0 0.0 46 11.7 0 0.0 Not Reported 0 0.0 3 1.4 1 0.3 6 5.9 Student Major Agriculture/Environmental Studies 11 10.8 1 0.5 1 0.3 0 0.0 Architecture 0 0.0 1 0.5 8 2.0 1 1.0 Business 10 9.8 26 12.0 55 14.0 41 40.6 Communications/Journalism 6 5.9 9 4.1 5 1.3 4 4.0 Education 0 0.0 22 10.1 9 2.3 5 5.0 Engineering/Computer Science 0 0.0 10 4.6 32 8.2 1 1.0 General Studies 0 0.0 0 0.0 65 16.6 2 2.0 Health Sciences 0 0.0 8 3.7 70 17.9 12 11.9 History 3 2.9 1 0.5 2 0.5 0 0.0 Humanities 5 4.9 2 0.9 6 1.5 13 12.9 Law/Political Science 0 0.0 20 9.2 35 8.9 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 9 8.8 3 1.4 1 0.3 5 5.0 Science/Math 22 21.6 0 0.0 9 2.3 0 0.0 Social Sciences/Psychology 22 21.6 17 7.8 21 5.4 8 7.9 Other 14 13.7 64 29.5 3 0.8 1 1.0 Undecided 0 0.0 28 12.9 65 16.6 3 3.0 Not Reported 0 0.0 5 2.3 5 1.3 5 5.0 Appendix C - Test-Taker Profiles for Each Administration 96 SAILS Results - University of Virgin Islands Fisher College IS 105 -- Fall 2011 Gadsden State Community College GSCC Fall 2009 Gadsden State Community College GSCC Fall 2011 Grant MacEwan College 2009 MacEwan Fall 2011 Spring 2010 Spring 2012 Spring 2010 (n=160) (n=336) (n=277) (n=341) Characteristics n % n % n % n % Class Standing Freshman 154 96.3 114 33.9 84 30.3 302 88.6 Sophomore 4 2.5 165 49.1 132 47.7 33 9.7 Junior 0 0.0 25 7.4 32 11.6 3 0.9 Senior 0 0.0 13 3.9 7 2.5 0 0.0 Other 2 1.3 18 5.4 14 5.1 2 0.6 Not Reported 0 0.0 1 0.3 8 2.9 1 0.3 Student Major Agriculture/Environmental Studies 0 0.0 2 0.6 7 2.5 0 0.0 Architecture 0 0.0 1 0.3 8 2.9 0 0.0 Business 69 43.1 32 9.5 26 9.4 107 31.4 Communications/Journalism 9 5.6 5 1.5 7 2.5 76 22.3 Education 1 0.6 41 12.2 15 5.4 39 11.4 Engineering/Computer Science 2 1.3 37 11.0 25 9.0 0 0.0 General Studies 2 1.3 33 9.8 34 12.3 0 0.0 Health Sciences 14 8.8 43 12.8 51 18.4 25 7.3 History 0 0.0 1 0.3 5 1.8 0 0.0 Humanities 24 15.0 1 0.3 4 1.4 0 0.0 Law/Political Science 0 0.0 6 1.8 4 1.4 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 8 5.0 1 0.3 1 0.4 0 0.0 Science/Math 0 0.0 6 1.8 2 0.7 0 0.0 Social Sciences/Psychology 18 11.3 9 2.7 14 5.1 0 0.0 Other 3 1.9 92 27.4 58 20.9 94 27.6 Undecided 1 0.6 25 7.4 12 4.3 0 0.0 Not Reported 9 5.6 1 0.3 4 1.4 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 97 H. Raymond Danforth Library- New England College Spring 2010 H. Raymond Danforth Library- New England College Spring 2011 H. Raymond Danforth Library- New England College Spring 2012 Hamline University 2010 Spring Spring 2010 Spring 2011 Spring 2012 Spring 2010 (n=181) (n=109) (n=139) (n=134) Characteristics n % n % n % n % Class Standing Freshman 118 65.2 50 45.9 65 46.8 126 94.0 Sophomore 34 18.8 12 11.0 17 12.2 8 6.0 Junior 10 5.5 4 3.7 7 5.0 0 0.0 Senior 17 9.4 43 39.4 50 36.0 0 0.0 Other 2 1.1 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 8 4.4 5 4.6 5 3.6 1 0.7 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 30 16.6 15 13.8 29 20.9 15 11.2 Communications/Journalism 10 5.5 7 6.4 7 5.0 5 3.7 Education 25 13.8 15 13.8 14 10.1 4 3.0 Engineering/Computer Science 2 1.1 3 2.8 2 1.4 0 0.0 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 21 11.6 11 10.1 18 12.9 0 0.0 History 7 3.9 3 2.8 0 0.0 1 0.7 Humanities 6 3.3 2 1.8 6 4.3 9 6.7 Law/Political Science 0 0.0 0 0.0 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 8 4.4 4 3.7 7 5.0 0 0.0 Science/Math 10 5.5 2 1.8 12 8.6 17 12.7 Social Sciences/Psychology 17 9.4 12 11.0 6 4.3 25 18.7 Other 28 15.5 29 26.6 25 18.0 14 10.4 Undecided 9 5.0 1 0.9 8 5.8 43 32.1 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 98 SAILS Results - University of Virgin Islands Hartwick College Spring 2010 Illinois Wesleyan University IWU Test Kean University Fall 2010 General Ed Kean University Spring 2011 Capstone Spring 2010 Spring 2012 Fall 2010 Spring 2011 (n=64) (n=270) (n=235) (n=92) Characteristics n % n % n % n % Class Standing Freshman 1 1.6 266 98.5 125 53.2 0 0.0 Sophomore 10 15.6 2 0.7 54 23.0 1 1.1 Junior 23 35.9 0 0.0 33 14.0 6 6.5 Senior 28 43.8 0 0.0 19 8.1 79 85.9 Other 0 0.0 0 0.0 4 1.7 6 6.5 Not Reported 2 3.1 2 0.7 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 17 26.6 0 0.0 0 0.0 0 0.0 Communications/Journalism 0 0.0 0 0.0 0 0.0 0 0.0 Education 6 9.4 0 0.0 0 0.0 0 0.0 Engineering/Computer Science 1 1.6 0 0.0 0 0.0 0 0.0 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 6 9.4 0 0.0 0 0.0 0 0.0 History 5 7.8 0 0.0 0 0.0 0 0.0 Humanities 7 10.9 0 0.0 0 0.0 0 0.0 Law/Political Science 0 0.0 0 0.0 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 2 3.1 0 0.0 0 0.0 0 0.0 Science/Math 4 6.3 0 0.0 0 0.0 0 0.0 Social Sciences/Psychology 14 21.9 0 0.0 0 0.0 0 0.0 Other 0 0.0 0 0.0 0 0.0 0 0.0 Undecided 0 0.0 0 0.0 0 0.0 0 0.0 Not Reported 2 3.1 270 100.0 235 100.0 92 100.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 99 Kean University 2011-2012 Gen Ed Kean University Spring 2012 Gen Ed Keene State College 2010 Fall freshmen Keene State College 20111 Spring Juniors Fall 2011 Spring 2012 Fall 2010 Spring 2011 (n=260) (n=130) (n=295) (n=158) Characteristics n % n % n % n % Class Standing Freshman 102 39.2 17 13.1 286 96.9 0 0.0 Sophomore 82 31.5 4 3.1 7 2.4 1 0.6 Junior 28 10.8 7 5.4 1 0.3 157 99.4 Senior 46 17.7 98 75.4 0 0.0 0 0.0 Other 2 0.8 4 3.1 1 0.3 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 5 1.9 0 0.0 3 1.0 3 1.9 Architecture 0 0.0 0 0.0 8 2.7 8 5.1 Business 22 8.5 32 24.6 7 2.4 11 7.0 Communications/Journalism 12 4.6 0 0.0 12 4.1 12 7.6 Education 36 13.8 36 27.7 83 28.1 23 14.6 Engineering/Computer Science 6 2.3 0 0.0 1 0.3 4 2.5 General Studies 0 0.0 0 0.0 13 4.4 29 18.4 Health Sciences 19 7.3 0 0.0 19 6.4 7 4.4 History 1 0.4 1 0.8 9 3.1 4 2.5 Humanities 1 0.4 4 3.1 29 9.8 15 9.5 Law/Political Science 32 12.3 0 0.0 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 2 0.7 9 5.7 Performing & Fine Arts 8 3.1 1 0.8 2 0.7 4 2.5 Science/Math 36 13.8 34 26.2 10 3.4 4 2.5 Social Sciences/Psychology 33 12.7 7 5.4 20 6.8 20 12.7 Other 36 13.8 15 11.5 16 5.4 5 3.2 Undecided 13 5.0 0 0.0 61 20.7 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 100 SAILS Results - University of Virgin Islands La Roche College Freshman Spring 2012 La Roche College Seniors Fall 11 Lamar State College- Orange LSCO Spring 2010 Lamar State College- Orange Fall2011 Spring 2012 Spring 2012 Spring 2010 Fall 2011 (n=58) (n=62) (n=316) (n=187) Characteristics n % n % n % n % Class Standing Freshman 50 86.2 0 0.0 223 70.6 112 59.9 Sophomore 6 10.3 0 0.0 61 19.3 54 28.9 Junior 2 3.4 21 33.9 27 8.5 21 11.2 Senior 0 0.0 40 64.5 0 0.0 0 0.0 Other 0 0.0 1 1.6 5 1.6 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 3 5.2 9 14.5 0 0.0 0 0.0 Business 9 15.5 15 24.2 21 6.6 12 6.4 Communications/Journalism 0 0.0 2 3.2 2 0.6 7 3.7 Education 5 8.6 0 0.0 43 13.6 19 10.2 Engineering/Computer Science 2 3.4 4 6.5 10 3.2 6 3.2 General Studies 0 0.0 0 0.0 19 6.0 20 10.7 Health Sciences 4 6.9 0 0.0 135 42.7 85 45.5 History 0 0.0 0 0.0 1 0.3 2 1.1 Humanities 0 0.0 0 0.0 0 0.0 0 0.0 Law/Political Science 2 3.4 6 9.7 21 6.6 8 4.3 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 1 1.7 0 0.0 1 0.3 0 0.0 Science/Math 4 6.9 2 3.2 18 5.7 8 4.3 Social Sciences/Psychology 0 0.0 12 19.4 10 3.2 6 3.2 Other 14 24.1 12 19.4 24 7.6 6 3.2 Undecided 14 24.1 0 0.0 11 3.5 8 4.3 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 101 Lancaster Bible College SP 2010 Traditional Lancaster Bible College DCP Fall 2010 Lancaster Bible College DC Fall 2011 Lincoln Memorial University Fall '10 First-Years Spring 2010 Spring 2011 Spring 2012 Fall 2010 (n=72) (n=51) (n=57) (n=234) Characteristics n % n % n % n % Class Standing Freshman 3 4.2 2 3.9 10 17.5 234 100.0 Sophomore 5 6.9 3 5.9 3 5.3 0 0.0 Junior 4 5.6 17 33.3 19 33.3 0 0.0 Senior 52 72.2 14 27.5 20 35.1 0 0.0 Other 8 11.1 15 29.4 5 8.8 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 3 1.3 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 0 0.0 0 0.0 0 0.0 19 8.1 Communications/Journalism 0 0.0 0 0.0 0 0.0 5 2.1 Education 0 0.0 0 0.0 0 0.0 17 7.3 Engineering/Computer Science 0 0.0 0 0.0 0 0.0 0 0.0 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 0 0.0 0 0.0 0 0.0 76 32.5 History 0 0.0 0 0.0 0 0.0 11 4.7 Humanities 0 0.0 0 0.0 0 0.0 5 2.1 Law/Political Science 0 0.0 0 0.0 0 0.0 2 0.9 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 0 0.0 0 0.0 3 1.3 Science/Math 0 0.0 0 0.0 0 0.0 41 17.5 Social Sciences/Psychology 0 0.0 0 0.0 0 0.0 6 2.6 Other 72 100.0 51 100.0 57 100.0 28 12.0 Undecided 0 0.0 0 0.0 0 0.0 18 7.7 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 102 SAILS Results - University of Virgin Islands Lincoln Memorial University Fall 2011 Freshmen Lincoln Memorial University Fall 2012 Freshmen Long Island University CW Post CWPostPilot201 1 Long Island University CW Post BrooklynPilot20 12 Fall 2011 Fall 2012 Fall 2011 Spring 2012 (n=236) (n=141) (n=99) (n=132) Characteristics n % n % n % n % Class Standing Freshman 236 100.0 141 100.0 95 96.0 8 6.1 Sophomore 0 0.0 0 0.0 4 4.0 15 11.4 Junior 0 0.0 0 0.0 0 0.0 91 68.9 Senior 0 0.0 0 0.0 0 0.0 9 6.8 Other 0 0.0 0 0.0 0 0.0 9 6.8 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 4 1.7 2 1.4 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 25 10.6 10 7.1 14 14.1 0 0.0 Communications/Journalism 3 1.3 3 2.1 6 6.1 0 0.0 Education 23 9.7 17 12.1 13 13.1 0 0.0 Engineering/Computer Science 0 0.0 0 0.0 3 3.0 0 0.0 General Studies 0 0.0 0 0.0 0 0.0 1 0.8 Health Sciences 63 26.7 42 29.8 9 9.1 80 60.6 History 3 1.3 2 1.4 1 1.0 0 0.0 Humanities 1 0.4 2 1.4 0 0.0 0 0.0 Law/Political Science 1 0.4 2 1.4 4 4.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 1 0.4 1 0.7 8 8.1 0 0.0 Science/Math 36 15.3 22 15.6 4 4.0 1 0.8 Social Sciences/Psychology 11 4.7 3 2.1 9 9.1 0 0.0 Other 33 14.0 14 9.9 13 13.1 50 37.9 Undecided 32 13.6 21 14.9 15 15.2 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 103 Lynchburg College Seniors Spring 2010 Lynchburg College Fall 2010 Lynchburg College Seniors Spring 2011 Lynchburg College Fall2011-Fresh men Spring 2010 Fall 2010 Spring 2011 Fall 2011 (n=50) (n=142) (n=84) (n=93) Characteristics n % n % n % n % Class Standing Freshman 0 0.0 142 100.0 0 0.0 91 97.8 Sophomore 0 0.0 0 0.0 0 0.0 2 2.2 Junior 0 0.0 0 0.0 2 2.4 0 0.0 Senior 50 100.0 0 0.0 82 97.6 0 0.0 Other 0 0.0 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 3 2.1 4 4.8 1 1.1 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 11 22.0 17 12.0 3 3.6 3 3.2 Communications/Journalism 3 6.0 5 3.5 1 1.2 10 10.8 Education 0 0.0 7 4.9 9 10.7 7 7.5 Engineering/Computer Science 0 0.0 3 2.1 0 0.0 3 3.2 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 11 22.0 12 8.5 30 35.7 4 4.3 History 2 4.0 6 4.2 1 1.2 3 3.2 Humanities 6 12.0 2 1.4 5 6.0 0 0.0 Law/Political Science 1 2.0 3 2.1 0 0.0 4 4.3 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 2 4.0 2 1.4 2 2.4 7 7.5 Science/Math 1 2.0 7 4.9 13 15.5 2 2.2 Social Sciences/Psychology 10 20.0 2 1.4 10 11.9 11 11.8 Other 3 6.0 35 24.6 5 6.0 18 19.4 Undecided 0 0.0 38 26.8 1 1.2 20 21.5 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 104 SAILS Results - University of Virgin Islands Lynchburg College InfoLit-Fall2012 Manhattanville College Fall2009-Spring 2010 Manhattanville College Fall2010-Spring 2011 Manhattanville College Fall2011-Spring 2012 Fall 2012 Spring 2010 Spring 2011 Spring 2012 (n=108) (n=570) (n=571) (n=686) Characteristics n % n % n % n % Class Standing Freshman 105 97.2 74 13.0 43 7.5 126 18.4 Sophomore 2 1.9 238 41.8 243 42.6 280 40.8 Junior 1 0.9 143 25.1 194 34.0 194 28.3 Senior 0 0.0 113 19.8 90 15.8 85 12.4 Other 0 0.0 2 0.4 1 0.2 1 0.1 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 3 0.5 0 0.0 4 0.6 Architecture 0 0.0 0 0.0 0 0.0 2 0.3 Business 10 9.3 90 15.8 95 16.6 125 18.2 Communications/Journalism 4 3.7 57 10.0 56 9.8 61 8.9 Education 5 4.6 63 11.1 66 11.6 99 14.4 Engineering/Computer Science 2 1.9 4 0.7 2 0.4 1 0.1 General Studies 0 0.0 1 0.2 1 0.2 0 0.0 Health Sciences 30 27.8 10 1.8 15 2.6 17 2.5 History 0 0.0 28 4.9 33 5.8 30 4.4 Humanities 0 0.0 15 2.6 23 4.0 19 2.8 Law/Political Science 2 1.9 4 0.7 13 2.3 18 2.6 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 10 9.3 50 8.8 26 4.6 59 8.6 Science/Math 2 1.9 37 6.5 25 4.4 27 3.9 Social Sciences/Psychology 3 2.8 75 13.2 91 15.9 75 10.9 Other 21 19.4 102 17.9 94 16.5 74 10.8 Undecided 19 17.6 31 5.4 31 5.4 75 10.9 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 105 Mansfield University Spring 2011/Seniors Marygrove College Library Winter 2010 McDaniel College Fall 2011 Seniors McDaniel College Spring 2012 Seniors Spring 2011 Spring 2010 Fall 2011 Spring 2012 (n=247) (n=103) (n=120) (n=125) Characteristics n % n % n % n % Class Standing Freshman 1 0.4 16 15.5 0 0.0 0 0.0 Sophomore 7 2.8 24 23.3 0 0.0 3 2.4 Junior 10 4.0 32 31.1 10 8.3 10 8.0 Senior 223 90.3 25 24.3 109 90.8 112 89.6 Other 6 2.4 6 5.8 1 0.8 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 10 8.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 8 3.2 8 7.8 23 19.2 0 0.0 Communications/Journalism 8 3.2 2 1.9 12 10.0 1 0.8 Education 48 19.4 22 21.4 0 0.0 0 0.0 Engineering/Computer Science 0 0.0 4 3.9 0 0.0 0 0.0 General Studies 3 1.2 0 0.0 0 0.0 0 0.0 Health Sciences 40 16.2 11 10.7 6 5.0 23 18.4 History 16 6.5 2 1.9 17 14.2 0 0.0 Humanities 1 0.4 2 1.9 30 25.0 5 4.0 Law/Political Science 18 7.3 3 2.9 5 4.2 8 6.4 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 11 4.5 2 1.9 1 0.8 15 12.0 Science/Math 37 15.0 9 8.7 1 0.8 6 4.8 Social Sciences/Psychology 29 11.7 11 10.7 18 15.0 49 39.2 Other 26 10.5 22 21.4 7 5.8 8 6.4 Undecided 1 0.4 5 4.9 0 0.0 0 0.0 Not Reported 1 0.4 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 106 SAILS Results - University of Virgin Islands McMaster University Fall 2012 Misericordia University Misericordia Mississippi College Fall 2011 Eng 101 Molloy College Freshman_Fall_ 2010 Fall 2012 Fall 2011 Fall 2011 Fall 2010 (n=56) (n=235) (n=55) (n=268) Characteristics n % n % n % n % Class Standing Freshman 7 12.5 234 99.6 50 90.9 256 95.5 Sophomore 6 10.7 0 0.0 2 3.6 8 3.0 Junior 13 23.2 0 0.0 1 1.8 3 1.1 Senior 16 28.6 0 0.0 0 0.0 1 0.4 Other 14 25.0 0 0.0 2 3.6 0 0.0 Not Reported 0 0.0 1 0.4 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 23 41.1 22 9.4 4 7.3 27 10.1 Communications/Journalism 1 1.8 1 0.4 1 1.8 4 1.5 Education 0 0.0 12 5.1 6 10.9 59 22.0 Engineering/Computer Science 1 1.8 3 1.3 0 0.0 1 0.4 General Studies 1 1.8 1 0.4 0 0.0 0 0.0 Health Sciences 0 0.0 111 47.2 14 25.5 79 29.5 History 2 3.6 6 2.6 2 3.6 3 1.1 Humanities 2 3.6 0 0.0 3 5.5 1 0.4 Law/Political Science 0 0.0 3 1.3 2 3.6 3 1.1 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 1 1.8 0 0.0 4 7.3 3 1.1 Science/Math 6 10.7 28 11.9 8 14.5 12 4.5 Social Sciences/Psychology 15 26.8 9 3.8 3 5.5 18 6.7 Other 4 7.1 14 6.0 5 9.1 31 11.6 Undecided 0 0.0 25 10.6 3 5.5 27 10.1 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 107 Molloy College Seniors_Spring1 1 Molloy College Freshman_Fall2 011 Molloy College Spring2011_Sen ior Norfolk State University Fall 2011 Spring 2011 Fall 2011 Spring 2012 Spring 2012 (n=266) (n=264) (n=204) (n=97) Characteristics n % n % n % n % Class Standing Freshman 1 0.4 256 97.0 0 0.0 51 52.6 Sophomore 0 0.0 1 0.4 0 0.0 18 18.6 Junior 11 4.1 1 0.4 4 2.0 17 17.5 Senior 252 94.7 1 0.4 183 89.7 7 7.2 Other 2 0.8 2 0.8 17 8.3 0 0.0 Not Reported 0 0.0 3 1.1 0 0.0 4 4.1 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 10 3.8 43 16.3 12 5.9 8 8.2 Communications/Journalism 9 3.4 5 1.9 12 5.9 4 4.1 Education 66 24.8 34 12.9 22 10.8 7 7.2 Engineering/Computer Science 1 0.4 1 0.4 0 0.0 7 7.2 General Studies 1 0.4 0 0.0 0 0.0 0 0.0 Health Sciences 63 23.7 92 34.8 76 37.3 8 8.2 History 10 3.8 2 0.8 8 3.9 5 5.2 Humanities 3 1.1 1 0.4 0 0.0 1 1.0 Law/Political Science 2 0.8 3 1.1 1 0.5 1 1.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 4 1.5 4 1.5 5 2.5 6 6.2 Science/Math 24 9.0 15 5.7 4 2.0 7 7.2 Social Sciences/Psychology 37 13.9 4 1.5 36 17.6 18 18.6 Other 34 12.8 26 9.8 26 12.7 20 20.6 Undecided 1 0.4 28 10.6 0 0.0 2 2.1 Not Reported 1 0.4 6 2.3 2 1.0 3 3.1 Appendix C - Test-Taker Profiles for Each Administration 108 SAILS Results - University of Virgin Islands North Georgia College & State University Spring 2010 North Georgia College & State University Fall 2010 North Georgia College & State University NURS 2010 North Georgia College & State University NURSII2010 Spring 2010 Fall 2010 Fall 2010 Fall 2010 (n=317) (n=214) (n=149) (n=168) Characteristics n % n % n % n % Class Standing Freshman 210 66.2 59 27.6 4 2.7 1 0.6 Sophomore 90 28.4 134 62.6 42 28.2 18 10.7 Junior 14 4.4 17 7.9 72 48.3 40 23.8 Senior 3 0.9 4 1.9 10 6.7 102 60.7 Other 0 0.0 0 0.0 21 14.1 7 4.2 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 3 0.9 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 1 0.5 0 0.0 0 0.0 Business 45 14.2 38 17.8 0 0.0 0 0.0 Communications/Journalism 1 0.3 2 0.9 0 0.0 0 0.0 Education 53 16.7 26 12.1 0 0.0 0 0.0 Engineering/Computer Science 9 2.8 8 3.7 0 0.0 0 0.0 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 42 13.2 27 12.6 126 84.6 136 81.0 History 9 2.8 10 4.7 0 0.0 0 0.0 Humanities 1 0.3 0 0.0 0 0.0 0 0.0 Law/Political Science 18 5.7 7 3.3 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 5 1.6 3 1.4 0 0.0 0 0.0 Science/Math 36 11.4 28 13.1 4 2.7 3 1.8 Social Sciences/Psychology 33 10.4 16 7.5 0 0.0 0 0.0 Other 43 13.6 41 19.2 18 12.1 29 17.3 Undecided 19 6.0 7 3.3 1 0.7 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 109 North Georgia College & State University Spring 2011 North Georgia College & State University 2011 F Yr Nursing North Georgia College & State University 2011 S Yr Nursing North Georgia College & State University Fall_2011_ENG L1102 Spring 2011 Fall 2011 Fall 2011 Fall 2011 (n=404) (n=153) (n=142) (n=242) Characteristics n % n % n % n % Class Standing Freshman 300 74.3 7 4.6 0 0.0 74 30.6 Sophomore 77 19.1 38 24.8 9 6.3 136 56.2 Junior 22 5.4 75 49.0 28 19.7 23 9.5 Senior 3 0.7 18 11.8 95 66.9 9 3.7 Other 2 0.5 15 9.8 10 7.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 1 0.2 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 47 11.6 0 0.0 0 0.0 43 17.8 Communications/Journalism 3 0.7 0 0.0 0 0.0 2 0.8 Education 40 9.9 0 0.0 0 0.0 16 6.6 Engineering/Computer Science 16 4.0 0 0.0 0 0.0 6 2.5 General Studies 2 0.5 0 0.0 0 0.0 1 0.4 Health Sciences 68 16.8 130 85.0 106 74.6 29 12.0 History 14 3.5 0 0.0 0 0.0 16 6.6 Humanities 2 0.5 0 0.0 0 0.0 1 0.4 Law/Political Science 12 3.0 0 0.0 0 0.0 10 4.1 Military/Naval Science 1 0.2 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 10 2.5 0 0.0 0 0.0 10 4.1 Science/Math 71 17.6 2 1.3 15 10.6 31 12.8 Social Sciences/Psychology 24 5.9 0 0.0 1 0.7 15 6.2 Other 70 17.3 21 13.7 20 14.1 42 17.4 Undecided 23 5.7 0 0.0 0 0.0 20 8.3 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 110 SAILS Results - University of Virgin Islands North Georgia College & State University Spring 2012 Northern State University Fall 2011 IDL Northern State University Fall 2012 IDL Northwest Missouri State University Info Literacy Test Spring 2012 Fall 2011 Fall 2012 Spring 2011 (n=459) (n=120) (n=190) (n=188) Characteristics n % n % n % n % Class Standing Freshman 370 80.6 118 98.3 190 100.0 46 24.5 Sophomore 64 13.9 0 0.0 0 0.0 25 13.3 Junior 19 4.1 0 0.0 0 0.0 26 13.8 Senior 4 0.9 0 0.0 0 0.0 88 46.8 Other 2 0.4 2 1.7 0 0.0 3 1.6 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 1 0.2 0 0.0 0 0.0 10 5.3 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 73 15.9 34 28.3 1 0.5 71 37.8 Communications/Journalism 3 0.7 0 0.0 0 0.0 8 4.3 Education 55 12.0 35 29.2 49 25.8 53 28.2 Engineering/Computer Science 18 3.9 0 0.0 0 0.0 3 1.6 General Studies 2 0.4 0 0.0 1 0.5 0 0.0 Health Sciences 77 16.8 4 3.3 19 10.0 5 2.7 History 12 2.6 5 4.2 9 4.7 0 0.0 Humanities 0 0.0 0 0.0 0 0.0 0 0.0 Law/Political Science 16 3.5 1 0.8 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 9 2.0 4 3.3 23 12.1 2 1.1 Science/Math 55 12.0 1 0.8 30 15.8 17 9.0 Social Sciences/Psychology 24 5.2 20 16.7 21 11.1 3 1.6 Other 59 12.9 8 6.7 22 11.6 11 5.9 Undecided 55 12.0 8 6.7 15 7.9 5 2.7 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 111 Ohio University Spring 2010 Seniors Ohio University Fall 2010 Freshmen Ohio University Spring 2011 Seniors Patrick Henry College 2010S Spring 2010 Fall 2010 Spring 2011 Spring 2010 (n=79) (n=144) (n=120) (n=52) Characteristics n % n % n % n % Class Standing Freshman 0 0.0 140 97.2 0 0.0 0 0.0 Sophomore 0 0.0 3 2.1 0 0.0 1 1.9 Junior 0 0.0 1 0.7 0 0.0 6 11.5 Senior 79 100.0 0 0.0 120 100.0 44 84.6 Other 0 0.0 0 0.0 0 0.0 1 1.9 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 1 1.3 0 0.0 0 0.0 0 0.0 Business 8 10.1 7 4.9 11 9.2 0 0.0 Communications/Journalism 13 16.5 10 6.9 13 10.8 6 11.5 Education 5 6.3 5 3.5 0 0.0 4 7.7 Engineering/Computer Science 4 5.1 0 0.0 0 0.0 0 0.0 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 3 3.8 19 13.2 24 20.0 0 0.0 History 2 2.5 0 0.0 4 3.3 4 7.7 Humanities 2 2.5 0 0.0 4 3.3 2 3.8 Law/Political Science 1 1.3 0 0.0 1 0.8 0 0.0 Military/Naval Science 0 0.0 1 0.7 0 0.0 0 0.0 Performing & Fine Arts 8 10.1 1 0.7 15 12.5 0 0.0 Science/Math 6 7.6 3 2.1 16 13.3 0 0.0 Social Sciences/Psychology 10 12.7 1 0.7 11 9.2 4 7.7 Other 16 20.3 7 4.9 21 17.5 32 61.5 Undecided 0 0.0 90 62.5 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 112 SAILS Results - University of Virgin Islands Patrick Henry College 2010FALL Patrick Henry College 2011SP Patrick Henry College 2011Fall Patrick Henry College 2012SP Commencing Se Fall 2010 Spring 2011 Fall 2011 Spring 2012 (n=59) (n=57) (n=95) (n=52) Characteristics n % n % n % n % Class Standing Freshman 54 91.5 0 0.0 91 95.8 0 0.0 Sophomore 3 5.1 0 0.0 4 4.2 0 0.0 Junior 0 0.0 0 0.0 0 0.0 0 0.0 Senior 2 3.4 56 98.2 0 0.0 47 90.4 Other 0 0.0 1 1.8 0 0.0 1 1.9 Not Reported 0 0.0 0 0.0 0 0.0 4 7.7 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 0 0.0 0 0.0 0 0.0 0 0.0 Communications/Journalism 6 10.2 10 17.5 7 7.4 4 7.7 Education 1 1.7 2 3.5 1 1.1 0 0.0 Engineering/Computer Science 0 0.0 0 0.0 0 0.0 0 0.0 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 0 0.0 0 0.0 0 0.0 0 0.0 History 2 3.4 7 12.3 7 7.4 5 9.6 Humanities 5 8.5 6 10.5 2 2.1 6 11.5 Law/Political Science 4 6.8 1 1.8 9 9.5 0 0.0 Military/Naval Science 0 0.0 0 0.0 2 2.1 0 0.0 Performing & Fine Arts 1 1.7 0 0.0 2 2.1 0 0.0 Science/Math 0 0.0 0 0.0 0 0.0 0 0.0 Social Sciences/Psychology 4 6.8 8 14.0 5 5.3 5 9.6 Other 18 30.5 23 40.4 36 37.9 10 19.2 Undecided 18 30.5 0 0.0 24 25.3 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 22 42.3 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 113 Patrick Henry College 2012F Incoming Stude Pennsylvania College of Technology 2011 Spring Pepperdine University Library Fall 2012 Cohort Pikeville College Fall 2010 Fall 2012 Spring 2011 Fall 2012 Fall 2010 (n=71) (n=219) (n=341) (n=349) Characteristics n % n % n % n % Class Standing Freshman 67 94.4 0 0.0 339 99.4 345 98.9 Sophomore 3 4.2 70 32.0 2 0.6 3 0.9 Junior 1 1.4 149 68.0 0 0.0 1 0.3 Senior 0 0.0 0 0.0 0 0.0 0 0.0 Other 0 0.0 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 80 36.5 0 0.0 0 0.0 Business 0 0.0 9 4.1 91 26.7 29 8.3 Communications/Journalism 3 4.2 0 0.0 40 11.7 7 2.0 Education 2 2.8 0 0.0 2 0.6 28 8.0 Engineering/Computer Science 0 0.0 36 16.4 4 1.2 15 4.3 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 0 0.0 20 9.1 0 0.0 25 7.2 History 2 2.8 0 0.0 3 0.9 3 0.9 Humanities 4 5.6 0 0.0 8 2.3 1 0.3 Law/Political Science 5 7.0 1 0.5 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 0 0.0 14 4.1 1 0.3 Science/Math 0 0.0 0 0.0 71 20.8 60 17.2 Social Sciences/Psychology 3 4.2 0 0.0 32 9.4 9 2.6 Other 22 31.0 73 33.3 27 7.9 74 21.2 Undecided 30 42.3 0 0.0 49 14.4 97 27.8 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 114 SAILS Results - University of Virgin Islands Pikeville College Fall 2011 Pikeville College Seniors Purdue University 2011 COE EDST200 Rasmussen College Spring 2011 Pilot Spring 2012 Spring 2012 Spring 2011 Spring 2011 (n=237) (n=73) (n=93) (n=53) Characteristics n % n % n % n % Class Standing Freshman 46 19.4 0 0.0 16 17.2 19 35.8 Sophomore 122 51.5 2 2.7 43 46.2 11 20.8 Junior 46 19.4 0 0.0 22 23.7 5 9.4 Senior 23 9.7 71 97.3 11 11.8 6 11.3 Other 0 0.0 0 0.0 1 1.1 12 22.6 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 4 4.3 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 49 20.7 17 23.3 0 0.0 13 24.5 Communications/Journalism 5 2.1 2 2.7 0 0.0 0 0.0 Education 22 9.3 9 12.3 58 62.4 1 1.9 Engineering/Computer Science 7 3.0 2 2.7 0 0.0 7 13.2 General Studies 1 0.4 0 0.0 2 2.2 0 0.0 Health Sciences 23 9.7 8 11.0 5 5.4 26 49.1 History 5 2.1 1 1.4 0 0.0 0 0.0 Humanities 2 0.8 5 6.8 10 10.8 0 0.0 Law/Political Science 28 11.8 5 6.8 0 0.0 6 11.3 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 4 1.7 1 1.4 0 0.0 0 0.0 Science/Math 63 26.6 11 15.1 10 10.8 0 0.0 Social Sciences/Psychology 15 6.3 3 4.1 4 4.3 0 0.0 Other 0 0.0 9 12.3 0 0.0 0 0.0 Undecided 13 5.5 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 115 Rasmussen College Fall 2011 Rasmussen College Summer 2011 Rasmussen College Spring 2012 Rasmussen College Winter 2012 Fall 2011 Fall 2011 Spring 2012 Spring 2012 (n=771) (n=490) (n=995) (n=903) Characteristics n % n % n % n % Class Standing Freshman 4 0.5 6 1.2 12 1.2 9 1.0 Sophomore 177 23.0 117 23.9 224 22.5 167 18.5 Junior 123 16.0 87 17.8 173 17.4 148 16.4 Senior 379 49.2 227 46.3 482 48.4 454 50.3 Other 88 11.4 53 10.8 104 10.5 125 13.8 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 150 19.5 88 18.0 193 19.4 160 17.7 Communications/Journalism 0 0.0 0 0.0 0 0.0 0 0.0 Education 53 6.9 23 4.7 66 6.6 60 6.6 Engineering/Computer Science 57 7.4 38 7.8 35 3.5 30 3.3 General Studies 0 0.0 0 0.0 1 0.1 0 0.0 Health Sciences 378 49.0 240 49.0 386 38.8 358 39.6 History 0 0.0 0 0.0 0 0.0 0 0.0 Humanities 0 0.0 0 0.0 0 0.0 4 0.4 Law/Political Science 133 17.3 101 20.6 81 8.1 89 9.9 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 0 0.0 1 0.1 2 0.2 Science/Math 0 0.0 0 0.0 2 0.2 3 0.3 Social Sciences/Psychology 0 0.0 0 0.0 13 1.3 9 1.0 Other 0 0.0 0 0.0 214 21.5 184 20.4 Undecided 0 0.0 0 0.0 3 0.3 4 0.4 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 116 SAILS Results - University of Virgin Islands Rasmussen College Fall 2012 Rasmussen College Summer 2012 River Parishes Community College 30 Hour Students River Parishes Community College 2010 Freshmen Fall 2012 Fall 2012 Spring 2010 Spring 2011 (n=1,059) (n=997) (n=223) (n=317) Characteristics n % n % n % n % Class Standing Freshman 6 0.6 6 0.6 12 5.4 291 91.8 Sophomore 156 14.7 186 18.7 119 53.4 15 4.7 Junior 258 24.4 197 19.8 49 22.0 7 2.2 Senior 534 50.4 498 49.9 23 10.3 1 0.3 Other 105 9.9 110 11.0 20 9.0 3 0.9 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 1 0.4 2 0.6 Architecture 0 0.0 0 0.0 0 0.0 2 0.6 Business 225 21.2 175 17.6 37 16.6 31 9.8 Communications/Journalism 2 0.2 0 0.0 1 0.4 1 0.3 Education 65 6.1 51 5.1 32 14.3 25 7.9 Engineering/Computer Science 40 3.8 26 2.6 5 2.2 8 2.5 General Studies 0 0.0 2 0.2 30 13.5 42 13.2 Health Sciences 374 35.3 409 41.0 40 17.9 35 11.0 History 0 0.0 0 0.0 1 0.4 0 0.0 Humanities 1 0.1 2 0.2 2 0.9 0 0.0 Law/Political Science 95 9.0 96 9.6 2 0.9 10 3.2 Military/Naval Science 1 0.1 0 0.0 1 0.4 0 0.0 Performing & Fine Arts 0 0.0 0 0.0 2 0.9 6 1.9 Science/Math 0 0.0 2 0.2 10 4.5 10 3.2 Social Sciences/Psychology 18 1.7 15 1.5 8 3.6 9 2.8 Other 237 22.4 216 21.7 33 14.8 45 14.2 Undecided 1 0.1 3 0.3 18 8.1 91 28.7 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 117 River Parishes Community College 2011 30 hour student River Parishes Community College Freshmen Fall 2011 River Parishes Community College Spring 2012 30 hour River Parishes Community College 2012 Fall Freshmen Spring 2011 Fall 2011 Spring 2012 Fall 2012 (n=241) (n=340) (n=218) (n=284) Characteristics n % n % n % n % Class Standing Freshman 5 2.1 337 99.1 9 4.1 284 100.0 Sophomore 158 65.6 1 0.3 104 47.7 0 0.0 Junior 41 17.0 1 0.3 46 21.1 0 0.0 Senior 17 7.1 0 0.0 43 19.7 0 0.0 Other 20 8.3 1 0.3 16 7.3 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 1 0.3 0 0.0 0 0.0 Architecture 2 0.8 9 2.6 1 0.5 2 0.7 Business 40 16.6 24 7.1 26 11.9 17 6.0 Communications/Journalism 1 0.4 3 0.9 0 0.0 5 1.8 Education 27 11.2 21 6.2 25 11.5 17 6.0 Engineering/Computer Science 6 2.5 17 5.0 6 2.8 8 2.8 General Studies 31 12.9 80 23.5 24 11.0 108 38.0 Health Sciences 39 16.2 26 7.6 22 10.1 25 8.8 History 2 0.8 2 0.6 0 0.0 1 0.4 Humanities 0 0.0 2 0.6 3 1.4 0 0.0 Law/Political Science 5 2.1 7 2.1 0 0.0 3 1.1 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 1 0.4 4 1.2 1 0.5 6 2.1 Science/Math 15 6.2 2 0.6 9 4.1 9 3.2 Social Sciences/Psychology 13 5.4 13 3.8 11 5.0 7 2.5 Other 36 14.9 42 12.4 78 35.8 22 7.7 Undecided 23 9.5 87 25.6 12 5.5 54 19.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 118 SAILS Results - University of Virgin Islands Samford University Samford University Savannah State University Fall/Spring 09/10 Savannah State University Spring 2010 Savannah State University Fall 2010 Fall 2011 Spring 2010 Spring 2010 Fall 2010 (n=638) (n=327) (n=241) (n=292) Characteristics n % n % n % n % Class Standing Freshman 357 56.0 49 15.0 76 31.5 56 19.2 Sophomore 77 12.1 81 24.8 69 28.6 94 32.2 Junior 48 7.5 83 25.4 52 21.6 48 16.4 Senior 142 22.3 99 30.3 40 16.6 86 29.5 Other 14 2.2 15 4.6 4 1.7 8 2.7 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 1 0.2 6 1.8 4 1.7 2 0.7 Architecture 3 0.5 0 0.0 0 0.0 0 0.0 Business 79 12.4 68 20.8 76 31.5 89 30.5 Communications/Journalism 56 8.8 15 4.6 10 4.1 15 5.1 Education 58 9.1 0 0.0 0 0.0 0 0.0 Engineering/Computer Science 10 1.6 21 6.4 23 9.5 47 16.1 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 126 19.7 0 0.0 0 0.0 0 0.0 History 11 1.7 3 0.9 1 0.4 1 0.3 Humanities 13 2.0 1 0.3 0 0.0 1 0.3 Law/Political Science 1 0.2 43 13.1 31 12.9 17 5.8 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 17 2.7 2 0.6 2 0.8 3 1.0 Science/Math 60 9.4 45 13.8 42 17.4 13 4.5 Social Sciences/Psychology 30 4.7 78 23.9 14 5.8 62 21.2 Other 106 16.6 35 10.7 27 11.2 34 11.6 Undecided 67 10.5 10 3.1 11 4.6 8 2.7 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 119 Seminole Community College Fall 2010 Seminole Community College Fall 2012 Seward County Community College and Area Technical School Fall 2012 FYS Shaw University 2009-2010 AY Fall 2010 Fall 2012 Fall 2012 Spring 2010 (n=53) (n=50) (n=53) (n=391) Characteristics n % n % n % n % Class Standing Freshman 0 0.0 10 20.0 51 96.2 232 59.3 Sophomore 13 24.5 27 54.0 2 3.8 1 0.3 Junior 6 11.3 9 18.0 0 0.0 2 0.5 Senior 2 3.8 1 2.0 0 0.0 150 38.4 Other 32 60.4 3 6.0 0 0.0 1 0.3 Not Reported 0 0.0 0 0.0 0 0.0 5 1.3 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 2 3.8 0 0.0 Architecture 0 0.0 1 2.0 0 0.0 0 0.0 Business 4 7.5 4 8.0 6 11.3 88 22.5 Communications/Journalism 0 0.0 1 2.0 0 0.0 29 7.4 Education 1 1.9 7 14.0 2 3.8 29 7.4 Engineering/Computer Science 5 9.4 2 4.0 2 3.8 9 2.3 General Studies 1 1.9 3 6.0 0 0.0 3 0.8 Health Sciences 7 13.2 19 38.0 7 13.2 16 4.1 History 0 0.0 0 0.0 0 0.0 0 0.0 Humanities 0 0.0 0 0.0 1 1.9 6 1.5 Law/Political Science 0 0.0 0 0.0 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 1 1.9 0 0.0 1 1.9 12 3.1 Science/Math 0 0.0 1 2.0 2 3.8 20 5.1 Social Sciences/Psychology 3 5.7 4 8.0 6 11.3 104 26.6 Other 2 3.8 5 10.0 10 18.9 37 9.5 Undecided 29 54.7 3 6.0 14 26.4 6 1.5 Not Reported 0 0.0 0 0.0 0 0.0 32 8.2 Appendix C - Test-Taker Profiles for Each Administration 120 SAILS Results - University of Virgin Islands Siena College Seniors 2011/2012 South University Spr 2010 ITS Courses South University WIN-SPR 2011 EXITING South University WIN2011 ENTERING Spring 2012 Spring 2010 Spring 2011 Spring 2011 (n=251) (n=700) (n=367) (n=1,871) Characteristics n % n % n % n % Class Standing Freshman 0 0.0 492 70.3 23 6.3 1,382 73.9 Sophomore 0 0.0 94 13.4 34 9.3 229 12.2 Junior 0 0.0 61 8.7 44 12.0 99 5.3 Senior 240 95.6 12 1.7 226 61.6 14 0.7 Other 11 4.4 41 5.9 39 10.6 144 7.7 Not Reported 0 0.0 0 0.0 1 0.3 3 0.2 Student Major Agriculture/Environmental Studies 1 0.4 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 53 21.1 161 23.0 60 16.3 361 19.3 Communications/Journalism 0 0.0 0 0.0 0 0.0 0 0.0 Education 0 0.0 0 0.0 0 0.0 0 0.0 Engineering/Computer Science 21 8.4 14 2.0 9 2.5 212 11.3 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 0 0.0 283 40.4 99 27.0 817 43.7 History 35 13.9 0 0.0 0 0.0 0 0.0 Humanities 8 3.2 0 0.0 0 0.0 0 0.0 Law/Political Science 1 0.4 64 9.1 41 11.2 165 8.8 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 9 3.6 0 0.0 99 27.0 155 8.3 Science/Math 58 23.1 3 0.4 0 0.0 10 0.5 Social Sciences/Psychology 58 23.1 82 11.7 58 15.8 147 7.9 Other 7 2.8 93 13.3 0 0.0 0 0.0 Undecided 0 0.0 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 1 0.3 4 0.2 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 121 South University SPRING 2012 ENTERING St. Johns River State College Fall 2012 ENC 1102 Sullivan County Community College (SUNY) 2010 Spring Sophs Sullivan County Community College (SUNY) 2010 Fall Freshmen Spring 2012 Fall 2012 Spring 2010 Fall 2010 (n=1,290) (n=83) (n=233) (n=225) Characteristics n % n % n % n % Class Standing Freshman 800 62.0 31 37.3 47 20.2 217 96.4 Sophomore 300 23.3 43 51.8 130 55.8 0 0.0 Junior 86 6.7 5 6.0 0 0.0 0 0.0 Senior 21 1.6 2 2.4 0 0.0 0 0.0 Other 83 6.4 2 2.4 56 24.0 8 3.6 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 151 11.7 6 7.2 25 10.7 16 7.1 Communications/Journalism 0 0.0 1 1.2 17 7.3 17 7.6 Education 0 0.0 3 3.6 0 0.0 0 0.0 Engineering/Computer Science 82 6.4 6 7.2 0 0.0 0 0.0 General Studies 0 0.0 1 1.2 0 0.0 0 0.0 Health Sciences 514 39.8 22 26.5 83 35.6 30 13.3 History 0 0.0 1 1.2 0 0.0 0 0.0 Humanities 0 0.0 0 0.0 43 18.5 39 17.3 Law/Political Science 72 5.6 5 6.0 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 216 16.7 5 6.0 0 0.0 0 0.0 Science/Math 0 0.0 1 1.2 5 2.1 2 0.9 Social Sciences/Psychology 126 9.8 5 6.0 10 4.3 14 6.2 Other 122 9.5 12 14.5 46 19.7 97 43.1 Undecided 7 0.5 15 18.1 4 1.7 10 4.4 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 122 SAILS Results - University of Virgin Islands SUNY Fredonia 2010 IMAT Texas Southern University 2011Pre-TSU Freshman Texas Southern University Cohort Post 2011 TSU Thomas College Freshmen Spring 2010 Fall 2010 Fall 2011 Fall 2011 Spring 2010 (n=283) (n=174) (n=107) (n=107) Characteristics n % n % n % n % Class Standing Freshman 118 41.7 174 100.0 105 98.1 98 91.6 Sophomore 33 11.7 0 0.0 0 0.0 6 5.6 Junior 65 23.0 0 0.0 1 0.9 3 2.8 Senior 66 23.3 0 0.0 1 0.9 0 0.0 Other 1 0.4 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 1 0.6 0 0.0 0 0.0 Business 11 3.9 17 9.8 15 14.0 13 12.1 Communications/Journalism 6 2.1 13 7.5 12 11.2 2 1.9 Education 95 33.6 9 5.2 4 3.7 14 13.1 Engineering/Computer Science 3 1.1 12 6.9 5 4.7 2 1.9 General Studies 3 1.1 2 1.1 1 0.9 1 0.9 Health Sciences 14 4.9 29 16.7 19 17.8 0 0.0 History 36 12.7 1 0.6 0 0.0 0 0.0 Humanities 1 0.4 0 0.0 0 0.0 0 0.0 Law/Political Science 0 0.0 11 6.3 7 6.5 4 3.7 Military/Naval Science 0 0.0 1 0.6 0 0.0 0 0.0 Performing & Fine Arts 10 3.5 5 2.9 5 4.7 0 0.0 Science/Math 13 4.6 12 6.9 10 9.3 0 0.0 Social Sciences/Psychology 65 23.0 17 9.8 10 9.3 13 12.1 Other 20 7.1 39 22.4 18 16.8 51 47.7 Undecided 6 2.1 5 2.9 0 0.0 5 4.7 Not Reported 0 0.0 0 0.0 1 0.9 2 1.9 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 123 Thomas College Freshman Fall 2010 Thomas College Spring 2011 Thomas College Fall 2011 Thomas College Spring 2012 Fall 2010 Spring 2011 Fall 2011 Spring 2012 (n=202) (n=124) (n=184) (n=136) Characteristics n % n % n % n % Class Standing Freshman 200 99.0 114 91.9 181 98.4 122 89.7 Sophomore 2 1.0 6 4.8 3 1.6 11 8.1 Junior 0 0.0 2 1.6 0 0.0 3 2.2 Senior 0 0.0 1 0.8 0 0.0 0 0.0 Other 0 0.0 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 1 0.8 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 41 20.3 16 12.9 28 15.2 24 17.6 Communications/Journalism 3 1.5 2 1.6 1 0.5 1 0.7 Education 27 13.4 17 13.7 23 12.5 11 8.1 Engineering/Computer Science 13 6.4 6 4.8 3 1.6 8 5.9 General Studies 0 0.0 0 0.0 1 0.5 1 0.7 Health Sciences 0 0.0 0 0.0 0 0.0 0 0.0 History 0 0.0 0 0.0 0 0.0 0 0.0 Humanities 0 0.0 0 0.0 0 0.0 0 0.0 Law/Political Science 10 5.0 3 2.4 2 1.1 2 1.5 Military/Naval Science 0 0.0 1 0.8 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 0 0.0 0 0.0 0 0.0 Science/Math 0 0.0 1 0.8 0 0.0 0 0.0 Social Sciences/Psychology 20 9.9 13 10.5 23 12.5 17 12.5 Other 74 36.6 53 42.7 89 48.4 67 49.3 Undecided 12 5.9 11 8.9 12 6.5 5 3.7 Not Reported 2 1.0 1 0.8 2 1.1 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 124 SAILS Results - University of Virgin Islands Thomas College Fall 2012 Thomas Edison State College AY2009-10, First Thomas Edison State College TESC_AY2011 Thomas Edison State College AY2012 Fall 2012 Spring 2010 Spring 2011 Fall 2011 (n=234) (n=528) (n=279) (n=349) Characteristics n % n % n % n % Class Standing Freshman 224 95.7 182 34.5 54 19.4 50 14.3 Sophomore 8 3.4 143 27.1 26 9.3 32 9.2 Junior 1 0.4 96 18.2 67 24.0 99 28.4 Senior 1 0.4 105 19.9 61 21.9 70 20.1 Other 0 0.0 2 0.4 71 25.4 98 28.1 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 8 1.5 1 0.4 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 29 12.4 66 12.5 7 2.5 34 9.7 Communications/Journalism 4 1.7 15 2.8 1 0.4 0 0.0 Education 28 12.0 0 0.0 1 0.4 3 0.9 Engineering/Computer Science 10 4.3 74 14.0 47 16.8 64 18.3 General Studies 1 0.4 30 5.7 10 3.6 2 0.6 Health Sciences 0 0.0 136 25.8 93 33.3 111 31.8 History 0 0.0 7 1.3 1 0.4 3 0.9 Humanities 0 0.0 6 1.1 3 1.1 5 1.4 Law/Political Science 5 2.1 0 0.0 2 0.7 1 0.3 Military/Naval Science 0 0.0 0 0.0 1 0.4 6 1.7 Performing & Fine Arts 0 0.0 4 0.8 3 1.1 0 0.0 Science/Math 1 0.4 36 6.8 8 2.9 15 4.3 Social Sciences/Psychology 22 9.4 39 7.4 43 15.4 24 6.9 Other 120 51.3 107 20.3 51 18.3 75 21.5 Undecided 14 6.0 0 0.0 7 2.5 6 1.7 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 125 Thomas Edison State College AY2012b University of Arkansas at Little Rock UALR Spring 2012 University of Central Oklahoma Spring 2010 University of Maryland, Baltimore County (UMBC) Fall 2010 Spring 2012 Spring 2012 Spring 2010 Fall 2010 (n=179) (n=225) (n=175) (n=170) Characteristics n % n % n % n % Class Standing Freshman 21 11.7 153 68.0 40 22.9 113 66.5 Sophomore 17 9.5 8 3.6 34 19.4 18 10.6 Junior 48 26.8 16 7.1 12 6.9 14 8.2 Senior 77 43.0 44 19.6 36 20.6 2 1.2 Other 16 8.9 4 1.8 53 30.3 23 13.5 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 1 0.6 7 3.1 0 0.0 6 3.5 Architecture 0 0.0 1 0.4 0 0.0 0 0.0 Business 28 15.6 41 18.2 22 12.6 2 1.2 Communications/Journalism 2 1.1 5 2.2 4 2.3 1 0.6 Education 1 0.6 9 4.0 30 17.1 2 1.2 Engineering/Computer Science 45 25.1 12 5.3 6 3.4 46 27.1 General Studies 6 3.4 3 1.3 4 2.3 1 0.6 Health Sciences 4 2.2 38 16.9 15 8.6 0 0.0 History 1 0.6 13 5.8 0 0.0 5 2.9 Humanities 2 1.1 1 0.4 3 1.7 1 0.6 Law/Political Science 1 0.6 7 3.1 0 0.0 0 0.0 Military/Naval Science 1 0.6 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 2 1.1 9 4.0 2 1.1 7 4.1 Science/Math 5 2.8 16 7.1 6 3.4 43 25.3 Social Sciences/Psychology 50 27.9 7 3.1 22 12.6 26 15.3 Other 24 13.4 16 7.1 50 28.6 21 12.4 Undecided 6 3.4 40 17.8 11 6.3 9 5.3 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 126 SAILS Results - University of Virgin Islands University of Montana - Helena COT FY 2012 University of Montevallo UMFall2011QE P University of Montevallo UMSpring2012 QEP University of New Haven Preliminary Cohort Fall 2011 Fall 2011 Spring 2012 Spring 2011 (n=129) (n=357) (n=66) (n=51) Characteristics n % n % n % n % Class Standing Freshman 77 59.7 345 96.6 56 84.8 14 27.5 Sophomore 22 17.1 10 2.8 6 9.1 7 13.7 Junior 29 22.5 2 0.6 3 4.5 15 29.4 Senior 0 0.0 0 0.0 1 1.5 12 23.5 Other 0 0.0 0 0.0 0 0.0 3 5.9 Not Reported 1 0.8 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 2 1.6 0 0.0 0 0.0 1 2.0 Architecture 1 0.8 0 0.0 0 0.0 0 0.0 Business 24 18.6 31 8.7 4 6.1 3 5.9 Communications/Journalism 0 0.0 11 3.1 4 6.1 0 0.0 Education 0 0.0 41 11.5 11 16.7 0 0.0 Engineering/Computer Science 12 9.3 0 0.0 1 1.5 3 5.9 General Studies 49 38.0 9 2.5 2 3.0 0 0.0 Health Sciences 30 23.3 0 0.0 1 1.5 3 5.9 History 0 0.0 12 3.4 3 4.5 0 0.0 Humanities 0 0.0 1 0.3 1 1.5 1 2.0 Law/Political Science 0 0.0 0 0.0 0 0.0 23 45.1 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 69 19.3 9 13.6 0 0.0 Science/Math 0 0.0 52 14.6 6 9.1 6 11.8 Social Sciences/Psychology 9 7.0 29 8.1 8 12.1 7 13.7 Other 1 0.8 57 16.0 7 10.6 4 7.8 Undecided 0 0.0 45 12.6 9 13.6 0 0.0 Not Reported 1 0.8 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 127 University of Phoenix UOPX SAILS_FY10 University of Phoenix UOPX SAILS_FY11 University of Phoenix UOPX SAILS_FY12 University of Pittsburgh UPBSENIORSP R10 Spring 2010 Fall 2010 Spring 2012 Spring 2010 (n=1,416) (n=948) (n=1,096) (n=57) Characteristics n % n % n % n % Class Standing Freshman 542 38.3 327 34.5 361 32.9 0 0.0 Sophomore 392 27.7 292 30.8 99 9.0 0 0.0 Junior 299 21.1 205 21.6 60 5.5 1 1.8 Senior 183 12.9 124 13.1 550 50.2 55 96.5 Other 0 0.0 0 0.0 26 2.4 1 1.8 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 1 0.1 2 3.5 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 491 34.7 308 32.5 348 31.8 20 35.1 Communications/Journalism 23 1.6 16 1.7 16 1.5 3 5.3 Education 82 5.8 47 5.0 36 3.3 12 21.1 Engineering/Computer Science 147 10.4 95 10.0 94 8.6 0 0.0 General Studies 83 5.9 61 6.4 14 1.3 0 0.0 Health Sciences 121 8.5 86 9.1 142 13.0 5 8.8 History 0 0.0 0 0.0 1 0.1 1 1.8 Humanities 0 0.0 0 0.0 20 1.8 2 3.5 Law/Political Science 0 0.0 0 0.0 39 3.6 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 0 0.0 3 0.3 0 0.0 Science/Math 0 0.0 0 0.0 9 0.8 1 1.8 Social Sciences/Psychology 130 9.2 101 10.7 127 11.6 2 3.5 Other 319 22.5 224 23.6 221 20.2 9 15.8 Undecided 20 1.4 10 1.1 25 2.3 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 128 SAILS Results - University of Virgin Islands University of Pittsburgh UPGSENIORSP R10 University of Pittsburgh UPJSENIORSP R10 University of Pittsburgh UPSENIORSPR 10 University of Pittsburgh UPBFRESHMA NFALL10 Spring 2010 Spring 2010 Spring 2010 Fall 2010 (n=69) (n=68) (n=67) (n=263) Characteristics n % n % n % n % Class Standing Freshman 0 0.0 0 0.0 0 0.0 261 99.2 Sophomore 0 0.0 0 0.0 1 1.5 1 0.4 Junior 22 31.9 1 1.5 3 4.5 0 0.0 Senior 47 68.1 67 98.5 63 94.0 0 0.0 Other 0 0.0 0 0.0 0 0.0 1 0.4 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 1 1.4 0 0.0 0 0.0 6 2.3 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 5 7.2 58 85.3 7 10.4 25 9.5 Communications/Journalism 11 15.9 1 1.5 1 1.5 9 3.4 Education 2 2.9 0 0.0 4 6.0 31 11.8 Engineering/Computer Science 1 1.4 3 4.4 0 0.0 2 0.8 General Studies 0 0.0 0 0.0 1 1.5 0 0.0 Health Sciences 13 18.8 1 1.5 4 6.0 51 19.4 History 2 2.9 1 1.5 3 4.5 3 1.1 Humanities 3 4.3 2 2.9 1 1.5 2 0.8 Law/Political Science 0 0.0 0 0.0 0 0.0 6 2.3 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 0 0.0 1 1.5 1 0.4 Science/Math 22 31.9 1 1.5 10 14.9 13 4.9 Social Sciences/Psychology 6 8.7 0 0.0 7 10.4 10 3.8 Other 3 4.3 1 1.5 28 41.8 59 22.4 Undecided 0 0.0 0 0.0 0 0.0 45 17.1 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 129 University of Pittsburgh UPFRESHMAN FALL10 University of Pittsburgh UPGFRESHMA NFALL10 University of Pittsburgh UPJFRESHMA NFALL10 University of Pittsburgh UPTFRESHMA NFALL10 Fall 2010 Fall 2010 Fall 2010 Fall 2010 (n=2,048) (n=259) (n=547) (n=72) Characteristics n % n % n % n % Class Standing Freshman 2,036 99.4 258 99.6 543 99.3 71 98.6 Sophomore 6 0.3 0 0.0 4 0.7 1 1.4 Junior 4 0.2 0 0.0 0 0.0 0 0.0 Senior 0 0.0 0 0.0 0 0.0 0 0.0 Other 2 0.1 1 0.4 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 4 0.2 0 0.0 1 0.2 0 0.0 Architecture 5 0.2 1 0.4 0 0.0 0 0.0 Business 271 13.2 24 9.3 50 9.1 1 1.4 Communications/Journalism 24 1.2 5 1.9 14 2.6 0 0.0 Education 19 0.9 18 6.9 70 12.8 3 4.2 Engineering/Computer Science 474 23.1 16 6.2 105 19.2 3 4.2 General Studies 1 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 303 14.8 48 18.5 94 17.2 42 58.3 History 26 1.3 4 1.5 5 0.9 0 0.0 Humanities 30 1.5 1 0.4 6 1.1 1 1.4 Law/Political Science 6 0.3 10 3.9 5 0.9 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 6 0.3 3 1.2 2 0.4 0 0.0 Science/Math 257 12.5 30 11.6 38 6.9 3 4.2 Social Sciences/Psychology 106 5.2 21 8.1 30 5.5 3 4.2 Other 151 7.4 33 12.7 29 5.3 14 19.4 Undecided 365 17.8 45 17.4 98 17.9 2 2.8 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 130 SAILS Results - University of Virgin Islands University of Pittsburgh UPBSENIORSP R11 University of Pittsburgh UPGSENIORSP R11 University of Pittsburgh UPJSENIORSP R11 University of Pittsburgh UPSENIORSPR 11 Spring 2011 Spring 2011 Spring 2011 Spring 2011 (n=62) (n=50) (n=52) (n=52) Characteristics n % n % n % n % Class Standing Freshman 0 0.0 0 0.0 0 0.0 0 0.0 Sophomore 0 0.0 0 0.0 0 0.0 0 0.0 Junior 0 0.0 2 4.0 0 0.0 0 0.0 Senior 61 98.4 48 96.0 51 98.1 52 100.0 Other 1 1.6 0 0.0 1 1.9 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 5 8.1 2 4.0 12 23.1 3 5.8 Communications/Journalism 11 17.7 3 6.0 4 7.7 2 3.8 Education 5 8.1 2 4.0 8 15.4 0 0.0 Engineering/Computer Science 0 0.0 0 0.0 6 11.5 1 1.9 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 24 38.7 1 2.0 1 1.9 11 21.2 History 0 0.0 3 6.0 1 1.9 1 1.9 Humanities 3 4.8 1 2.0 2 3.8 1 1.9 Law/Political Science 0 0.0 0 0.0 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 1 2.0 0 0.0 0 0.0 Science/Math 1 1.6 6 12.0 6 11.5 13 25.0 Social Sciences/Psychology 2 3.2 20 40.0 10 19.2 6 11.5 Other 11 17.7 11 22.0 2 3.8 14 26.9 Undecided 0 0.0 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 131 University of Pittsburgh UPBFRESHME N11 University of Pittsburgh UPFRESHMEN 11 University of Pittsburgh UPGFRESHME N11 University of Pittsburgh UPJFRESHME N11 Fall 2011 Fall 2011 Fall 2011 Fall 2011 (n=278) (n=1,007) (n=369) (n=409) Characteristics n % n % n % n % Class Standing Freshman 278 100.0 1,005 99.8 369 100.0 409 100.0 Sophomore 0 0.0 2 0.2 0 0.0 0 0.0 Junior 0 0.0 0 0.0 0 0.0 0 0.0 Senior 0 0.0 0 0.0 0 0.0 0 0.0 Other 0 0.0 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 6 2.2 12 1.2 0 0.0 3 0.7 Architecture 0 0.0 6 0.6 0 0.0 0 0.0 Business 31 11.2 18 1.8 35 9.5 47 11.5 Communications/Journalism 3 1.1 15 1.5 6 1.6 10 2.4 Education 25 9.0 12 1.2 36 9.8 43 10.5 Engineering/Computer Science 7 2.5 29 2.9 33 8.9 58 14.2 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 48 17.3 242 24.0 34 9.2 92 22.5 History 9 3.2 20 2.0 2 0.5 5 1.2 Humanities 1 0.4 31 3.1 2 0.5 7 1.7 Law/Political Science 4 1.4 9 0.9 7 1.9 5 1.2 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 4 0.4 2 0.5 1 0.2 Science/Math 12 4.3 170 16.9 57 15.4 28 6.8 Social Sciences/Psychology 23 8.3 66 6.6 46 12.5 22 5.4 Other 78 28.1 113 11.2 65 17.6 22 5.4 Undecided 31 11.2 260 25.8 44 11.9 66 16.1 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 132 SAILS Results - University of Virgin Islands University of Pittsburgh UPTFRESHME N11 University of Pittsburgh UB2012 University of Pittsburgh UG2012 University of Pittsburgh UJ2012 Fall 2011 Fall 2012 Fall 2012 Fall 2012 (n=63) (n=362) (n=452) (n=774) Characteristics n % n % n % n % Class Standing Freshman 62 98.4 273 75.4 260 57.5 684 88.4 Sophomore 1 1.6 30 8.3 77 17.0 31 4.0 Junior 0 0.0 20 5.5 59 13.1 26 3.4 Senior 0 0.0 34 9.4 55 12.2 30 3.9 Other 0 0.0 5 1.4 1 0.2 3 0.4 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 2 0.6 0 0.0 2 0.3 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 8 12.7 43 11.9 38 8.4 93 12.0 Communications/Journalism 1 1.6 9 2.5 13 2.9 19 2.5 Education 0 0.0 46 12.7 39 8.6 50 6.5 Engineering/Computer Science 2 3.2 12 3.3 14 3.1 153 19.8 General Studies 0 0.0 0 0.0 1 0.2 0 0.0 Health Sciences 12 19.0 68 18.8 74 16.4 164 21.2 History 2 3.2 4 1.1 3 0.7 9 1.2 Humanities 1 1.6 1 0.3 2 0.4 7 0.9 Law/Political Science 0 0.0 7 1.9 4 0.9 4 0.5 Military/Naval Science 0 0.0 1 0.3 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 3 0.8 3 0.7 1 0.1 Science/Math 1 1.6 27 7.5 63 13.9 54 7.0 Social Sciences/Psychology 9 14.3 24 6.6 82 18.1 56 7.2 Other 9 14.3 66 18.2 65 14.4 47 6.1 Undecided 18 28.6 49 13.5 51 11.3 115 14.9 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 133 University of Pittsburgh UP2012 University of Pittsburgh UT2012 University of the Pacific PacSem II 2011 University of the Pacific PacSem 3 2012 Fall 2012 Fall 2012 Spring 2011 Spring 2012 (n=1,258) (n=97) (n=198) (n=156) Characteristics n % n % n % n % Class Standing Freshman 1,216 96.7 90 92.8 188 94.9 1 0.6 Sophomore 8 0.6 5 5.2 5 2.5 0 0.0 Junior 11 0.9 0 0.0 1 0.5 6 3.8 Senior 13 1.0 2 2.1 0 0.0 149 95.5 Other 10 0.8 0 0.0 0 0.0 0 0.0 Not Reported 0 0.0 0 0.0 4 2.0 0 0.0 Student Major Agriculture/Environmental Studies 6 0.5 0 0.0 0 0.0 0 0.0 Architecture 5 0.4 0 0.0 0 0.0 0 0.0 Business 26 2.1 10 10.3 33 16.7 21 13.5 Communications/Journalism 17 1.4 4 4.1 5 2.5 9 5.8 Education 12 1.0 2 2.1 8 4.0 7 4.5 Engineering/Computer Science 36 2.9 8 8.2 33 16.7 14 9.0 General Studies 4 0.3 0 0.0 0 0.0 0 0.0 Health Sciences 289 23.0 39 40.2 34 17.2 23 14.7 History 15 1.2 1 1.0 4 2.0 11 7.1 Humanities 33 2.6 3 3.1 4 2.0 8 5.1 Law/Political Science 12 1.0 0 0.0 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 2 0.2 0 0.0 10 5.1 10 6.4 Science/Math 275 21.9 7 7.2 15 7.6 12 7.7 Social Sciences/Psychology 89 7.1 5 5.2 16 8.1 30 19.2 Other 132 10.5 14 14.4 25 12.6 11 7.1 Undecided 305 24.2 4 4.1 10 5.1 0 0.0 Not Reported 0 0.0 0 0.0 1 0.5 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 134 SAILS Results - University of Virgin Islands University of Toronto Mississauga Headstart2010 University of Virgin Islands STT 2012 Fall Fresh University of Virgin Islands STX 2012 Fall Fresh University of Western Ontario 2010-11 Pol Sci Fall 2010 Fall 2012 Fall 2012 Spring 2011 (n=49) (n=152) (n=114) (n=1,113) Characteristics n % n % n % n % Class Standing Freshman 46 93.9 142 93.4 110 96.5 306 27.5 Sophomore 3 6.1 3 2.0 3 2.6 287 25.8 Junior 0 0.0 2 1.3 0 0.0 181 16.3 Senior 0 0.0 5 3.3 1 0.9 83 7.5 Other 0 0.0 0 0.0 0 0.0 4 0.4 Not Reported 0 0.0 0 0.0 0 0.0 252 22.6 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 3 6.1 37 24.3 17 14.9 42 3.8 Communications/Journalism 0 0.0 2 1.3 3 2.6 22 2.0 Education 1 2.0 9 5.9 7 6.1 0 0.0 Engineering/Computer Science 1 2.0 22 14.5 10 8.8 3 0.3 General Studies 0 0.0 0 0.0 0 0.0 1 0.1 Health Sciences 4 8.2 7 4.6 12 10.5 6 0.5 History 1 2.0 0 0.0 0 0.0 0 0.0 Humanities 4 8.2 2 1.3 1 0.9 26 2.3 Law/Political Science 0 0.0 7 4.6 6 5.3 1 0.1 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 1 2.0 2 1.3 0 0.0 3 0.3 Science/Math 15 30.6 18 11.8 4 3.5 16 1.4 Social Sciences/Psychology 6 12.2 11 7.2 10 8.8 611 54.9 Other 5 10.2 28 18.4 33 28.9 3 0.3 Undecided 8 16.3 7 4.6 11 9.6 3 0.3 Not Reported 0 0.0 0 0.0 0 0.0 376 33.8 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 135 Valley Forge Christian College 2010 Fall CW&R Valley Forge Christian College 2011 Spring CW&R Valley Forge Christian College CW&R 2011 - 2012 Western Michigan University WMU - Spring 2011 Fall 2010 Spring 2011 Spring 2012 Spring 2011 (n=116) (n=50) (n=163) (n=153) Characteristics n % n % n % n % Class Standing Freshman 96 82.8 38 76.0 135 82.8 96 62.7 Sophomore 16 13.8 8 16.0 23 14.1 3 2.0 Junior 3 2.6 2 4.0 4 2.5 1 0.7 Senior 0 0.0 2 4.0 0 0.0 53 34.6 Other 1 0.9 0 0.0 1 0.6 0 0.0 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 0 0.0 0 0.0 0 0.0 Architecture 0 0.0 0 0.0 0 0.0 0 0.0 Business 13 11.2 5 10.0 11 6.7 26 17.0 Communications/Journalism 20 17.2 7 14.0 27 16.6 5 3.3 Education 19 16.4 9 18.0 24 14.7 9 5.9 Engineering/Computer Science 0 0.0 0 0.0 0 0.0 36 23.5 General Studies 0 0.0 0 0.0 0 0.0 0 0.0 Health Sciences 0 0.0 0 0.0 0 0.0 14 9.2 History 0 0.0 0 0.0 0 0.0 2 1.3 Humanities 2 1.7 1 2.0 2 1.2 5 3.3 Law/Political Science 0 0.0 0 0.0 0 0.0 0 0.0 Military/Naval Science 0 0.0 0 0.0 0 0.0 0 0.0 Performing & Fine Arts 11 9.5 1 2.0 7 4.3 6 3.9 Science/Math 0 0.0 0 0.0 0 0.0 9 5.9 Social Sciences/Psychology 14 12.1 14 28.0 27 16.6 13 8.5 Other 30 25.9 11 22.0 59 36.2 22 14.4 Undecided 7 6.0 2 4.0 6 3.7 6 3.9 Not Reported 0 0.0 0 0.0 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration 136 SAILS Results - University of Virgin Islands Western New England University Fall 2011 William Woods University Orientation 2010 Fall 2011 Fall 2010 (n=795) (n=77) Characteristics n % n % Class Standing Freshman 330 41.5 76 98.7 Sophomore 183 23.0 1 1.3 Junior 129 16.2 0 0.0 Senior 149 18.7 0 0.0 Other 4 0.5 0 0.0 Not Reported 0 0.0 0 0.0 Student Major Agriculture/Environmental Studies 0 0.0 19 24.7 Architecture 0 0.0 0 0.0 Business 307 38.6 7 9.1 Communications/Journalism 9 1.1 3 3.9 Education 21 2.6 3 3.9 Engineering/Computer Science 264 33.2 1 1.3 General Studies 4 0.5 0 0.0 Health Sciences 1 0.1 2 2.6 History 2 0.3 0 0.0 Humanities 6 0.8 2 2.6 Law/Political Science 46 5.8 1 1.3 Military/Naval Science 0 0.0 0 0.0 Performing & Fine Arts 0 0.0 2 2.6 Science/Math 42 5.3 8 10.4 Social Sciences/Psychology 46 5.8 9 11.7 Other 31 3.9 11 14.3 Undecided 16 2.0 9 11.7 Not Reported 0 0.0 0 0.0 Appendix C - Test-Taker Profiles for Each Administration SAILS Results - STX 2012 Fall Fresh 137 APPENDIX D Project SAILS Test Items This information is for your internal use only. Our primary concern is that students should not be able to search for and read our test questions outside of the test format. If you wish to use, adapt, or modify the test questions for your use, please contact the Project SAILS team (info@projectsails.org) for permission. 9. Who is the intended audience for this article? CHOOSE ONE ANSWER Banking professional General public Scholar Objective: 1.2.4.1 Skill Set: Evaluating Sources 14. You have to find articles on raising children. Which search is more comprehensive? CHOOSE ONE ANSWER Keyword: raising children Subject heading: child rearing Objective: 2.2.3.2 Skill Set: Searching 19. What is a list of books, journal articles, or other materials about a certain topic? CHOOSE ONE ANSWER Bibliography Keyword Library catalog Research database Subject heading Objective: 2.1.3.4 Skill Set: Selecting Finding Tools Appendix D - Project SAILS Test Items 138 SAILS Results - University of Virgin Islands 20. Mother Jones is published by the Foundation for National Progress. It is a progressive periodical featuring high quality investigative reporting, political commentary, and features. Recent article topics include terrorism and government response, urban renewal, police brutality, and labor unions. It is published every other month. What type of publication is this? CHOOSE ONE ANSWER Book Government document Popular periodical Professional/trade periodical Scholarly periodical Objective: 1.2.4.1 Skill Set: Evaluating Sources 21. To find books about the American poet Maya Angelou, which search is the most effective? CHOOSE ONE ANSWER Author: Angelou Subject: Angelou Title: Angelou Objective: 2.2.4.1 Skill Set: Searching 22. What is a computer system that shows what journal articles have been published on a certain topic? CHOOSE ONE ANSWER Bibliography Keyword Library catalog Research database Subject heading Objective: 2.3.2.2 Skill Set: Selecting Finding Tools Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 139 25. Most books in academic libraries are arranged by their call numbers. Which statement best describes books with the same or similar call numbers? CHOOSE ONE ANSWER They are all on the same or similar subjects. They are all the same size. They were all acquired by the library at the same time. They were all written by the same author. Objective: 2.3.2.1 Skill Set: Retrieving Sources 27. Who is the intended audience for this article? CHOOSE ONE ANSWER Banking professionals General public Scholars Objective: 1.2.4.1 Skill Set: Evaluating Sources 28. To find just about all the articles that have been published on a certain topic, what do you need to do? CHOOSE ONE ANSWER Search a research database in the subject area. Search several research databases in the subject area. Search several Web search engines. Search the library catalog. Search the Web. Objective: 3.4.5.2 Skill Set: Searching Appendix D - Project SAILS Test Items 140 SAILS Results - University of Virgin Islands 29. If you find a citation to a journal article online, but the whole article is not online, what is the best way to get the article? CHOOSE ONE ANSWER Contact the author of the article and ask for a copy. Search the library catalog for the article title. See if the library subscribes to the journal in print. You can't get the article. Objective: 2.3.1.1 Skill Set: Retrieving Sources 30. If the book you want is checked out to someone else, how can you borrow another copy? CHOOSE ONE ANSWER Another copy is usually not available. Find out who has the book checked out and get it from that person. Have your library borrow a copy from another library. Order from Amazon.com. Objective: 1.3.1.2 Skill Set: Retrieving Sources 39. If you wanted to search for a topic that has several synonyms (for example, young people, adolescents, teenagers, teens), which operator would you use? CHOOSE ONE ANSWER Adj And Near Not Or Objective: 2.2.4.2 Skill Set: Searching 40. The citation below refers to what? Gertz , Bill. "Depressions, Recessions, and Inflation." The Ledger. August 13, 2007, Section: Business, Pg. D7 CHOOSE ONE ANSWER Book Chapter within a book Encyclopedia article Newspaper article Periodical article Objective: 2.3.2.4 Skill Set: Documenting Sources Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 141 42. If you need to know what chapters are in a book, which part of the book provides the best information? CHOOSE ONE ANSWER Cover of the book Endnotes Glossary Introduction Table of Contents Objective: 2.2.6.4 Skill Set: Using Finding Tool Features 43. Select the best set of key search terms below for the research question: "Does incarceration have a negative influence on the offspring of female inmates in the penal system?" CHOOSE ONE ANSWER Children, negative, mothers Mothers, influence, crime Negative, influence, criminal justice system Prison, mothers, children United States, criminal justice system, children Objective: 1.1.5.1 Skill Set: Searching 44. The citation below refers to what? Gertz , Bill. (2007). "Depressions, Recessions, and Inflation." Business Cycles, 24 (1): 28-30. CHOOSE ONE ANSWER Book Chapter within a book Encyclopedia article Newspaper article Periodical article Objective: 2.3.2.4 Skill Set: Documenting Sources 49. The citation below refers to what? Gertz , Bill. (2007). "Depressions, recessions, and inflation." In Manusov, Valerie and Harvey, John H., (Eds), Business Cycles in the United States Economy. Cambridge University Press: New York. Pages 93-114. CHOOSE ONE ANSWER Book Chapter within a book Encyclopedia article Newspaper article Periodical article Objective: 2.3.2.4 Skill Set: Documenting Sources Appendix D - Project SAILS Test Items 142 SAILS Results - University of Virgin Islands 59. You're searching a database for a low-fat recipe for pasta with either shrimp or chicken. Which search demonstrates the proper use of nesting to get many search results that are very relevant? CHOOSE ONE ANSWER Noodles or (pasta and shrimp) or chicken and low-fat (Noodles or pasta) and (shrimp or chicken) and low-fat Noodles or pasta and (shrimp or chicken) and low-fat (Noodles or pasta) and shrimp or (chicken and low-fat) Noodles or pasta and shrimp or chicken and low-fat Objective: 2.2.4.4 Skill Set: Searching 60. The citation below refers to what? Gertz , Bill. Business Cycles in the United States Economy. New York: Viking, 2007. CHOOSE ONE ANSWER Book Chapter within a book Encyclopedia article Newspaper article Periodical article Objective: 2.3.2.4 Skill Set: Documenting Sources 62. You're writing a paper on Indira Gandhi and your professor has told you that Gandhi is mentioned in a book that you have. What part of the book will direct you to the right pages for the passage(s) on Indira Gandhi? CHOOSE ONE ANSWER Bibliography Footnotes Index Preface Title page Objective: 2.2.6.4 Skill Set: Using Finding Tool Features 63. Your professor describes a research project she has just completed. When can you expect to read about it in a scholarly journal? CHOOSE ONE ANSWER Next month 4 - 8 months 9 - 18 months 2 - 3 years 4 - 5 years Objective: 1.2.2.4 Skill Set: Developing a Research Strategy Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 143 64. If you are assigned to write an argumentative paper on the merits of the European Union, a topic with which you are unfamiliar, which of the following is the best source for basic background information? CHOOSE ONE ANSWER A book titled, Competition law and industrial policy in the EU (376 pages) A dissertation titled, "The global Mediterranean policy: The evolution of the European Union-Mediterranean countries relations during 1976--1998" (240 pages) A recent USA Today article titled, "U.S., European Union call truce on trade war -- for now" (453 words) Encyclopaedia Britannica Journal of European Economic Development Objective: 1.1.3.2 Skill Set: Selecting Finding Tools 71. While searching the Web using a search engine, you would like to limit the results to items in the English language that are less than three years old. Which of the following links on the search engine home page would be the most effective option for conducting a search of this type? CHOOSE ONE ANSWER About Advanced Search Customize Settings Simple Search Site Map Objective: 2.2.5.2 Skill Set: Using Finding Tool Features 73. You have been assigned a research project for a sociology class that requires you to search in sociology databases. Which of the following sources would be the best to consult to find the correct terminology for your search? CHOOSE ONE ANSWER Journal of Applied Sociology. Los Angeles: Southern California Sociological Society and the University of Southern California. Merriam-Webster's Collegiate Thesaurus. Springfield, Mass.: Merriam-Webster, 2006. The Blackwell Dictionary of Sociology: A User's Guide to Sociological Language. Cambridge, MA: Blackwell, 2006. The Comprehensive Guide to American English. Boston: Houghton Mifflin, 2006. The Oxford English Dictionary. Oxford: Clarendon Press, 2006. Objective: 1.2.2.2 Skill Set: Searching Appendix D - Project SAILS Test Items 144 SAILS Results - University of Virgin Islands 83. You hear on a radio talk show that Mad Cow Disease may have been found in the United States. How might you best determine the truth of this statement? CHOOSE ONE ANSWER Call for a transcript of the program from the radio station Check the fbifiles.com Web site for information the government itself might not release to the public Discuss the news with co-workers who might have heard the program Look up the topic at the American Council on Beef Web site for current news Search for Mad Cow Disease on the U.S. Dept of Agriculture Web site Objective: 3.2.3.5 Skill Set: Evaluating Sources 87. Does the excerpt below illustrate fact, opinion, or bias? "The argument against armed self-defense is one of the most insidious forms of victimization of women. The dominant cultural conditioning tells women that they are not capable of defending themselves with a gun. That's why fewer than 10% of women own guns." CHOOSE ONE ANSWER Bias Fact Opinion Objective: 3.2.3.2 Skill Set: Evaluating Sources 88. You need to find reliable information about treatments available for AIDS. Which of these sources would be the most reliable? CHOOSE ONE ANSWER Foltz, Daniel. "The latest in AIDS treatments." American Public Health Journal. 46 January 2008 424-439. McSpiritt, Elizabeth. "Developing new treatments for AIDS." American Journal of Public Health. 91 August 9, 2011 375-390. Perez, Alejandra. "Trends in AIDS treatment." Journal of Community Health. 22 Winter 1998 212-227. Rhodes, Phillip. "New treatments for AIDS." Community Health Journal. 44 Summer 2008 90-105. Rosch, Leah. "AIDS: What we know about treating AIDS." The Journal for American Public Health. 17 Fall 2009 18-33. Objective: 2.4.1.3 Skill Set: Searching Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 145 90. You are writing a paper on the legal rights of women in pre-Civil War America. Which of the following sources would be most appropriate? CHOOSE ONE ANSWER Bell, Theresa. "Women and Their Rights Under the Law." Price Law Journal. May 1982 340-355. Hardesty, Julia. "Women's Rights Under the Law." The Journal for the Study of Law. 15 Fall 1850 210-25. Ross, Barbara. "Laws and the Rights of Women." Journal of Legal Trends. 44 Summer 1999 90-105. Smith, Catherine. "The Law and Women's Rights." Journal of the Legal System. 38 January 1967 100-15. Whitacre, Sarah. "The Lawful Rights of Women." Journal of Law and Legislation. 71 Winter 2001 15-30. Objective: 2.4.1.3 Skill Set: Searching 91. What is the purpose of the excerpt below: "Most disturbing of all, some researchers want to use cloning to create human beings solely for experimentation and destruction. They propose to supply genetically matched tissues for treating various diseases by making human embryos from patients' body cells, then dissecting these developing embryos for their "spare parts." Some even speak of growing genetically altered "headless" or "brainless" human clones as organ farms." CHOOSE ONE ANSWER To inform. To persuade or trigger emotions. To present a variety of viewpoints. Objective: 3.2.3.3 Skill Set: Evaluating Sources 92. What is the purpose of the excerpt below: "Four years after Scottish researchers startled the world by announcing that they had cloned a sheep named Dolly, scientists say evidence is mounting that creating healthy animals through cloning is more difficult than expected. The clones that have been produced, they say, often have problems severe enough to concern anyone thinking of cloning a human being. These include developmental delays, heart defects, lung problems and malfunctioning immune systems." CHOOSE ONE ANSWER To inform. To persuade or trigger emotions. To present a variety of viewpoints. Objective: 3.2.3.3 Skill Set: Evaluating Sources Appendix D - Project SAILS Test Items 146 SAILS Results - University of Virgin Islands 93. The book you want is checked out to someone else and is not available online. If you need the information today, what is the best thing to do? CHOOSE ONE ANSWER Find out who has the book checked out and get it from that person. Order the book from Amazon.com. Request the book from another library. Search the library catalog for another available book on the same topic. Objective: 1.3.3.2 Skill Set: Retrieving Sources 95. You are assigned a research topic for geometry class on the history of Pascal's triangle (for an 8-10 page paper). Which source is the best one for background information on this topic? CHOOSE ONE ANSWER Concise Encyclopedia of Mathematics Encyclopedia of Science and Technology Oxford English Dictionary Trigonometry Textbook World Almanac and Book of Facts Objective: 1.1.4.5 Skill Set: Developing a Research Strategy 99. The following definition of a primary source is applied in which discipline: A work of poetry or prose. CHOOSE ONE ANSWER Art English History Social Sciences Objective: 1.2.5.1 Skill Set: Developing a Research Strategy 101. The following definition of a primary source is applied in which discipline: Data that have been gathered to analyze relationships between people, events, and their environment. CHOOSE ONE ANSWER Art English History Social Sciences Objective: 1.2.5.1 Skill Set: Developing a Research Strategy Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 147 104. What part of this library catalog record indicates whether you could obtain this book immediately? CHOOSE ONE ANSWER Call number Status Location Publisher Info Subjects Objective: 1.3.1.1 Skill Set: Retrieving Sources Appendix D - Project SAILS Test Items 148 SAILS Results - University of Virgin Islands 106. Is the following article available immediately, according to the database record below? CHOOSE ONE ANSWER No Record does not indicate availability. Yes Objective: 1.3.1.1 Skill Set: Retrieving Sources 108. You need to write a paper on the effects of the European Union on France. If you conduct a search for the term "European Union" that requires it to be next to, in the same sentence as, or within a specified number of words from the term "France," what type of search are you conducting? CHOOSE ONE ANSWER Associated Boolean Coupled Phrase Proximity Objective: 2.2.4.3 Skill Set: Searching Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 149 112. Is it legal to burn a copy of a CD you purchased? CHOOSE ONE ANSWER Yes, if you want to give a copy to a friend. Yes, if you want to make a copy for yourself in order to preserve the original. Yes, if you would like to return the original to the store where you purchased it. Yes, but only if you get permission from the copyright owner. No, it is never legal to burn a copy of a CD. Outcome: 5.2.5 Skill Set: Understanding Economic, Legal, and Social Issues 117. If you write a research paper, do the original ideas in the paper belong to you? CHOOSE ONE ANSWER Yes, but only if you obtain copyright. Yes, the ideas are your intellectual property. Yes, but only if the paper is published. No, student papers are not protected works. No, they belong to the instructor for whom you wrote the paper. Outcome: 5.1.4 Skill Set: Understanding Economic, Legal, and Social Issues 118. Is it legal for you to use images created by another person on your own web page? CHOOSE ONE ANSWER Yes, if it is from the web because all images there are in the public domain. Yes, if the creator gives permission. Yes, if you scan the image yourself. Yes, if you alter the image. No, it is not legal for you to use images created by another person on your own web page. Outcome: 5.2.5 Skill Set: Understanding Economic, Legal, and Social Issues 119. If you wanted to include information from the following quotation from the Encyclopaedia Britannica in your research paper, which of the options below demonstrate appropriate use of the work? "Roosevelt first used the term Square Deal following the settlement of a mining strike in 1902 to describe the ideal of peaceful coexistence between big business and labour unions. The Square Deal concept was later largely incorporated into the platform of the Progressive Party, when Roosevelt was its presidential candidate in 1912." CHOOSE ONE ANSWER Although originally used in reference to relationships between companies and labor unions, the Square Deal ultimately became a component of the Progressive party platform in 1912. Although originally used in reference to relationships between companies and labor unions, the Square Deal ultimately became a component of the Progressive party platform in 1912 (Britannica, p. 184). Roosevelt first used the term Square Deal to describe the ideal of peaceful coexistence between big business and labor unions, although it was later largely incorporated into the platform of the Progressive Party, when Roosevelt was its presidential candidate in 1912 (Britannica, p. 184). Roosevelt invented the term Square Deal after the mining strike in 1902 was settled to describe the ideal of peaceful cooperation between big business and labor unions. The Square Deal idea was later largely worked into the platform of the Progressive Party, when Roosevelt was its presidential candidate in 1912. Outcome: 5.2.6 Skill Set: Understanding Economic, Legal, and Social Issues Appendix D - Project SAILS Test Items 150 SAILS Results - University of Virgin Islands 120. You are assigned a project in a basic psychology course that requires you to conduct a survey of students on an issue of your choice and report your results to the class. Which of the following statements is true? CHOOSE ONE ANSWER Approval is never required for student research. I need to get approval from my institution's human subjects review board. I need to get the approval of the State Board of Research. I only need to get approval if I am using students' names. I only need to get approval if the study will be made publicly available. Outcome: 5.2.7 Skill Set: Understanding Economic, Legal, and Social Issues 122. When you are in the library, are you permitted to seek information on topics pertaining to illegal activities, such as manufacturing illegal substances? CHOOSE ONE ANSWER Yes, if I receive special permission. Yes, the library will not censor information. No, you are not permitted to research illegal topics. No, and the librarian is legally obligated to inform the police. Outcome: 5.1.3 Skill Set: Understanding Economic, Legal, and Social Issues 123. If you have a research paper due, and the course instructor has not advised you to use a particular citation style, which of the following is the best thing to do? CHOOSE ONE ANSWER Select a citation style and use it consistently. Use various citation styles based on the type of resource. Use your own citation style and use it consistently. You should always use APA if no other style is requested. You should always use MLA if no other style is requested. Objective: 5.3.1.8 Skill Set: Documenting Sources 124. If you are writing a persuasive research paper, you should: CHOOSE ONE ANSWER Rely solely upon your own opinion. Search for diverse information that both supports and contradicts your opinions on the topic. Search for information that contradicts your opinion on the topic. Search for information that supports your opinion on the topic. Search only for information that is neutral on your topic. Objective: 3.2.1.8 Skill Set: Evaluating Sources Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 151 132. Which of the following concepts makes it ethically wrong to use the ideas of another person without giving them credit? CHOOSE ONE ANSWER Copyright Fair use Freedom of information Intellectual property Right to privacy Outcome: 5.1.4 Skill Set: Understanding Economic, Legal, and Social Issues 136. Which of the following concepts makes it ethically wrong for libraries to report your circulation records or information requests to other people or agencies under most circumstances? CHOOSE ONE ANSWER Fair use Freedom of information Intellectual freedom Intellectual property Right to privacy Outcome: 5.1.1 Skill Set: Understanding Economic, Legal, and Social Issues 139. Academic libraries are generally thought of as collections of materials in print and electronic formats. Some of these materials are made available to users through the Web, but are not included in what we traditionally think of as the Web.The World Wide Web is a means of communication. Computers all over the world network with one another by using a common language.Given the preceding definitions, what can you say about the following statement?Statement: All its resources are free and accessible to students. CHOOSE ONE ANSWER This statement is true about both the academic library and the Web. This statement is true about the academic library. This statement is true about the Web. This statement is true of neither the academic library nor the Web. Objective: 2.1.3.6 Skill Set: Selecting Finding Tools Appendix D - Project SAILS Test Items 152 SAILS Results - University of Virgin Islands 140. Academic libraries are generally thought of as collections of materials in print and electronic formats. Some of these materials are made available to users through the Web, but are not included in what we traditionally think of as the Web. The World Wide Web is a means of communication. Computers all over the world network with one another by using a common language. Given the preceding definitions, what can you say about the following statement? Statement: Anyone can add information to it. CHOOSE ONE ANSWER This statement is true about both the academic library and the Web. This statement is true about the academic library. This statement is true about the Web. This statement is true of neither the academic library nor the Web. Objective: 2.1.3.6 Skill Set: Selecting Finding Tools 141. Academic libraries are generally thought of as collections of materials in print and electronic formats. Some of these materials are made available to users through the Web, but are not included in what we traditionally think of as the Web. The World Wide Web is a means of communication. Computers all over the world network with one another by using a common language. Given the preceding definitions, what can you say about the following statement? Statement: Has material for everyone, including shoppers, support groups, fans, scholars, students, hobbyists, businesses. CHOOSE ONE ANSWER This statement is true about the Web. This statement is true about the academic library. This statement is true about both the academic library and the Web. This statement is true of neither the academic library nor the Web. Objective: 2.1.3.6 Skill Set: Selecting Finding Tools 142. Academic libraries are generally thought of as collections of materials in print and electronic formats. Some of these materials are made available to users through the Web, but are not included in what we traditionally think of as the Web. The World Wide Web is a means of communication. Computers all over the world network with one another by using a common language. Given the preceding definitions, what can you say about the following statement? Statement: Information is selected for inclusion based on explicit criteria, such as authoritativeness. CHOOSE ONE ANSWER This statement is true about both the academic library and the Web. This statement is true about the academic library. This statement is true about the Web. This statement is true of neither the academic library nor the Web. Objective: 2.1.3.6 Skill Set: Selecting Finding Tools Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 153 147. The following definition describes which type of resource in the social sciences and sciences? Identifies, selects, and digests pertinent information from all of a discipline's literature. Bibliographies, indexes, abstracts, catalogs, directories, handbooks, and yearbooks are in this category. CHOOSE ONE ANSWER Primary source Secondary source Tertiary source Objective: 1.2.5.2 Skill Set: Developing a Research Strategy 148. The following definition describes which type of resource in the social sciences and sciences? Publications derived by further representation of research materials. For example, to begin research, one might consult a resource in this category such as a bibliography of bibliographies, directory of directories, or a guide to the literature in this discipline. CHOOSE ONE ANSWER Primary source Secondary source Tertiary source Objective: 1.2.5.2 Skill Set: Developing a Research Strategy 150. If you need an eyewitness account of the public reaction to a speech given in the 19th century, which type of source would be most likely to provide that information? CHOOSE ONE ANSWER Primary source Secondary source Tertiary source Objective: 2.1.4.1 Skill Set: Evaluating Sources 192. If you want to obtain a book or article that is not available at your local library, which of the following statements is most accurate about your options? CHOOSE ONE ANSWER The library offers a variety of ways to help you obtain items it doesn't own, but you will be required to pay a fee to use these services. The library offers a variety of ways to obtain items it doesn't own. Some of these options may be free, while others may require a fee. Your only option is to ask the library to purchase the item on your behalf. Your only option is to obtain the item yourself, for example by going to another library or purchasing the item. Objective: 2.3.3.2 Skill Set: Retrieving Sources Appendix D - Project SAILS Test Items 154 SAILS Results - University of Virgin Islands 193. Identify the type of resource referenced in the following database record. CHOOSE ONE ANSWER Book Book chapter Government document Magazine or journal article Newspaper article Objective: 2.5.3.1 Skill Set: Documenting Sources 194. What is the best way to obtain the item in this library catalog record? CHOOSE ONE ANSWER Click on the author's name to obtain the full text. Click on the call number to obtain the full text. Search a periodical database for an online copy of this item. Use the call number to locate the item in your library. Objective: 2.3.3.1 Skill Set: Retrieving Sources Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 155 195. Which part of the following library catalog record would be used to locate this government document in the library? CHOOSE ONE ANSWER ISBN: 0160538629 LCCN : gp 97057621 OCLC #: 36324337 Shipping list no.: 97-0097-P Sudoc # : Y 4.C 73/7:S.HRG.104-637 Objective: 2.3.2.1 Skill Set: Retrieving Sources 196. You are writing a 20-page research paper. Your search on your topic has retrieved more than 500 articles. What is the best course of action? CHOOSE ONE ANSWER Do not revise the search, because the number of articles is good. Revise the search to retrieve fewer results. Revise the search to retrieve more results. Objective: 2.4.1.1 Skill Set: Searching Appendix D - Project SAILS Test Items 156 SAILS Results - University of Virgin Islands 197. Identify the type of resource referenced in the following database record. CHOOSE ONE ANSWER Book Book chapter Government document Magazine or journal article Newspaper article Objective: 2.5.3.1 Skill Set: Documenting Sources 198. You want to write a paper on the politics of a poem by Allen Ginsberg entitled "Hadda Been Playing on the Jukebox" and have found only two articles, which is not enough for your paper. What is the best course of action? CHOOSE ONE ANSWER Broaden your topic. Change your topic completely. Narrow your topic. Objective: 1.4.1.1 Skill Set: Developing a Research Strategy 199. Which of the following statements most accurately describes the use of documentation or citation styles, for example, APA, MLA? CHOOSE ONE ANSWER All disciplines use the same documentation style for formal written papers. There are many documentation styles, and they vary by discipline. There are many documentation styles, and they vary by education levels, such as high school, college undergraduate, graduate and doctoral. There are many documentation styles, and which style you use depends on the format of the source being cited, such as books and articles. Objective: 2.5.3.3 Skill Set: Documenting Sources Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 157 200. Which of the following statements is the best description of accurate information on the Internet? CHOOSE ONE ANSWER Accurate and authoritative information is not available on the Internet. Accurate and authoritative information on the Internet is available only to people or institutions paying for access to it. Accurate and authoritative information on the Internet is freely available to anyone online. Accurate and authoritative information on the Internet is freely available, but one must obtain passwords in order to access it. Some accurate and authoritative information on the Internet is freely available, and some is provided only to people or institutions paying for access to it. Objective: 5.1.2.1 Skill Set: Understanding Economic, Legal, and Social Issues 203. Your instructor tells your class about a research consultation service available at the library. What would be the best way to find out more about this service? CHOOSE ONE ANSWER Consult the campus newspaper. Consult the library's online catalog. Consult the library's Web site. Consult the university's course catalog. Consult the university's Web site. Objective: 2.3.3.5 Skill Set: Developing a Research Strategy 206. Which of the following sources is least likely to help you evaluate the credibility of an author for your history paper? CHOOSE ONE ANSWER Dictionary of National Biography Directory of American Scholars Handbook of Modern American History Social Sciences Citation Index The Blackwell Dictionary Of Historians Objective: 3.2.1.2 Skill Set: Evaluating Sources Appendix D - Project SAILS Test Items 158 SAILS Results - University of Virgin Islands 207. When searching on the Web for a controversial topic such as gun control, which of the following statements is most accurate about possible bias of a Web site? CHOOSE ONE ANSWER Bias can only be detected from reading the information on the site and comparing it to other sources. If the information in the site includes statistical or numerical data, then it is not biased. Information on the Web is probably biased. Information on the Web is probably unbiased. The domain of the Web site will indicate whether it is biased or not. For example, an .edu site is probably unbiased, while a .com is probably biased. Objective: 3.2.1.8 Skill Set: Evaluating Sources 214. If you need an article or book that is not available online or in your library, what is the best course of action for obtaining the source? CHOOSE ONE ANSWER Complete a purchase request form at the library. Consult with staff at the circulation desk. Submit an interlibrary loan request. Write the publisher requesting a copy. Objective: 2.3.3.4 Skill Set: Retrieving Sources 215. Your search for articles on your topic, learning styles, has produced many articles that discuss learning styles in a particular context or regarding a specific group of learners. What is the best course of action? CHOOSE ONE ANSWER Broaden your topic. Change your topic completely. Narrow your topic. Objective: 1.4.1.2 Skill Set: Developing a Research Strategy 216. Which of the following call numbers comes immediately after the call number LC 1087.3 .H24? CHOOSE ONE ANSWER LC 1087 .H25 LC 1087.24 .A33 LC 1087.31 .B83 LC 1087.4 .B38 LC 1088 .L11 Objective: 2.3.2.1 Skill Set: Retrieving Sources Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 159 218. You are writing a paper on prescription drug research. Your search for "drugs and research" in a research database has produced over a thousand results. What is the best strategy to deal with these results? CHOOSE ONE ANSWER Add additional terms to the search. Look at all of the results so as not to miss a good article. Remove one of the search terms. Select a new database. Objective: 3.7.2.1 Skill Set: Searching 222. If a junior high school student tries to access a research database via a college library's Web site from home, and cannot do so, what is the most accurate explanation? CHOOSE ONE ANSWER Libraries must restrict access to the databases they purchase because the databases are licensed for use only by faculty, staff and students at their institution. Libraries must screen access to library databases to ensure they are not being used by minors. Library databases are not usually available via the Web. Students at other schools of any kind must pay a fee to access library databases from home. The student has not obtained the proper password from the database vendor for that particular database. Objective: 5.1.2.3 Skill Set: Understanding Economic, Legal, and Social Issues 227. Which of the following characteristics of an article is generally the most reliable indicator of scholarly research? CHOOSE ONE ANSWER It is available in a university library. It is indexed in a research database. It is published on the Web. It is written by a university faculty member. It was reviewed by other experts prior to acceptance for publication. Objective: 3.4.7.2 Skill Set: Evaluating Sources 228. You are writing a 20-page research paper. Your search on your paper topic has produced 3 articles. What is the best course of action? CHOOSE ONE ANSWER Do not revise the search, because the number of articles is good. Revise the search to retrieve fewer results. Revise the search to retrieve more results. Objective: 2.4.1.1 Skill Set: Searching Appendix D - Project SAILS Test Items 160 SAILS Results - University of Virgin Islands 229. What is the best way to obtain the item in this database record? CHOOSE ONE ANSWER Click on "Citation" to obtain the full text. Click on "PDF Full Text" link. Click on the journal title (the "source" link) to obtain the full text. Request this item through interlibrary loan. Search your library catalog for the journal title and, if it is available, obtain it in print at your library. Objective: 2.3.3.1 Skill Set: Retrieving Sources 230. You are writing a paper on economic development in China. You search a research database by typing in, "economic development in China" and retrieve no results. Which of the following actions would help you retrieve a good number of relevant results? CHOOSE ONE ANSWER Add search terms. Omit one of the search terms. Try searching for: econ* and dev* and Chin* Try searching for: economic development and China Try searching for: economic development China Objective: 2.2.5.3 Skill Set: Searching 237. Which of the following best describes a "periodical publication containing original research reports?" CHOOSE ONE ANSWER Magazine (e.g., Psychology Today) Newsletter (e.g., International Communication Association Newsletter) Newspaper (e.g., The New York Times) Scholarly journal (e.g., Quarterly Journal of Speech) Trade journal (e.g., Advertising Age) Objective: 2.2.2.4 Skill Set: Developing a Research Strategy Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 161 239. Which of the following best describes a "publication issued periodically, usually weekly or monthly, intended for the general public, containing articles, stories, photographs, and advertisements?" CHOOSE ONE ANSWER Magazine (e.g., Psychology Today) Newsletter (e.g., International Communication Association Newsletter) Newspaper (e.g., The New York Times) Scholarly journal (e.g., Quarterly Journal of Speech) Trade journal (e.g., Advertising Age) Objective: 2.2.2.4 Skill Set: Developing a Research Strategy 242. Select the set of search terms that best represents the main concepts in the following: What are the health risks associated with the use of drug therapy for hyperactive students? CHOOSE ONE ANSWER Drug therapy, health risks Drugs, hyperactivity, therapy Drugs, students, health risks Hyperactivity, health risks, drug therapy Students, hyperactivity, attention deficit disorder Objective: 1.2.2.3 Skill Set: Searching 247. Which of the following search statements would retrieve the most records? CHOOSE ONE ANSWER "Behavior disorders and hyperactivity" Behavior disorders and hyperactivity Behavior disorders not hyperactivity Behavior disorders or hyperactivity Objective: 2.2.4.2 Skill Set: Searching 255. You have been assigned a comprehensive (20 page) research paper on the impact of Title IX on high school sports programs. (Title IX legislation sought to ensure gender equity for sports programs.) Which of the following strategies is best to locate information? CHOOSE ONE ANSWER Search for both general academic and government documents. Search for education sources only. Search for general academic, education, and government documents sources. Search for government documents sources only. Objective: 1.1.5.3 Skill Set: Developing a Research Strategy Appendix D - Project SAILS Test Items 162 SAILS Results - University of Virgin Islands 257. What is the primary reason for using a research or periodical database? CHOOSE ONE ANSWER To find citations or articles To search the Web To see if the library owns a book To see if the library owns a journal Objective: 2.3.1.4 Skill Set: Selecting Finding Tools 259. Research databases vary in their search protocols. For example, one database may use an asterisk (*) as a truncation symbol while another database uses a question mark (?). What is the most efficient way to identify search protocols appropriate to the retrieval system? CHOOSE ONE ANSWER Look at the database search help screen. Type in different symbols until you get good results. Work through the database tutorial on searching. Objective: 2.2.5.1 Skill Set: Using Finding Tool Features 260. In most research databases, an advantage to using a keyword search is that keyword searches: CHOOSE ONE ANSWER Are especially useful for topics with an established body of literature. Are more discriminating and yield more appropriate citations. Search most or all parts of the record and yield more results. Use Library of Congress subject headings. Objective: 2.3.1.5 Skill Set: Using Finding Tool Features 263. You have just finished reading a recent article on the displacement of southern flying squirrels from their natural woodland habitat. Where could you immediately find a list of other articles related to this topic? CHOOSE ONE ANSWER Contact the principal author of the article and ask for a list of references. Internet Library catalog Library's database system Literature Cited/References section of the article Objective: 3.7.3.1 Skill Set: Searching Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 163 271. You are creating a Web page for a student education organization. Browsing the Internet, you find a useful photo from the U.S. Department of Education, which is a government agency. If you decide to use the graphic on your Web page, which of the following copyright choices is the proper action? CHOOSE ONE ANSWER Permission is not needed as the photo is from a government agency. Permission is not needed as the photo was found on the Internet. Permission is not needed as you are only using it for a Web page. Permission to use the photo must be acquired before using it. Outcome: 5.1.4 Skill Set: Understanding Economic, Legal, and Social Issues 444. Which of the following best identifies a "periodical publication, particularly one issued by an association, generally containing reports, articles and targeted advertising in a particular profession or industry?" CHOOSE ONE ANSWER Magazine (e.g., Psychology Today) Newsletter (e.g., International Communication Association Newsletter) Newspaper (e.g., The New York Times) Scholarly journal (e.g., Quarterly Journal of Speech) Trade journal (e.g., Advertising Age) Objective: 2.2.2.4 Skill Set: Developing a Research Strategy 446. Does the excerpt below illustrate fact, opinion, or bias? "The number of crime victims who successfully use firearms to defend themselves is quite small. According to the FBI Uniform Crime Reports and the Centers for Disease Control, out of 30,708 Americans who died by gunfire in 1998, only 316 were shot in justifiable homicides by private citizens with firearms." CHOOSE ONE ANSWER Bias Fact Opinion Objective: 3.2.3.2 Skill Set: Evaluating Sources Appendix D - Project SAILS Test Items 164 SAILS Results - University of Virgin Islands 451. What term is defined as material produced by or about the subject of investigation during the time period in which the subject lived or the event took place? Examples include: initial reports of scientific research, legal documents, speeches, correspondence, diaries, interviews, oral histories, newspaper and journal articles, and works of art. CHOOSE ONE ANSWER Primary source Secondary source Tertiary source Objective: 1.2.5.2 Skill Set: Developing a Research Strategy 452. What term is defined as a guide to the literature, designed to teach people how to use other types of sources? CHOOSE ONE ANSWER Primary source Secondary source Tertiary Source Objective: 1.2.5.2 Skill Set: Developing a Research Strategy 453. You hear from the evening television news anchorperson about a new study that shows that those who communicate more often with their significant other are happier in their relationships. What type of source is that television news report? CHOOSE ONE ANSWER Primary Source Secondary Source Tertiary Source Objective: 1.2.5.2 Skill Set: Developing a Research Strategy 512. You are writing a paper for a political science course and need to cite statistics that you found in a government database on the Web. The course instructor has required that you use APA format for your citations; however, there is nothing in the APA manual about government databases. What is the best course of action? CHOOSE ONE ANSWER Consult a specialized style manual on citing government information. Consult earlier editions of the APA manual. Consult the government Web site for tips on citing its resources. Follow the examples in the articles that you read for your paper. Objective: 5.3.1.5 Skill Set: Documenting Sources Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 165 515. You are using a research database that uses an asterisk (*) as its truncation symbol. When you type in "mathemat*" you retrieve records that contain which of the following words? CHOOSE ONE ANSWER Arithmetic, math, mathematics Math, mathematics, mathematician Mathematics, mathematical, mathematician Objective: 2.2.4.7 Skill Set: Searching 516. Which of the following concepts makes it legally permissible to reproduce portions of works for educational purposes without permission? CHOOSE ONE ANSWER Fair use Freedom of information Intellectual freedom Intellectual property Outcome: 5.1.4 Skill Set: Understanding Economic, Legal, and Social Issues 517. All of the following are good ways to identify a research topic for a class project except: CHOOSE ONE ANSWER Confer with the instructor. Confer with your academic advisor. Participate in class discussion. Participate in working groups with your peers. Outcome: 1.1.1 Skill Set: Developing a Research Strategy Appendix D - Project SAILS Test Items 166 SAILS Results - University of Virgin Islands 518. What time period does this source cover? CHOOSE ONE ANSWER 1600-1783 1610-1710 1783-1865 1950 to the present 2006 Objective: 2.1.3.8 Skill Set: Selecting Finding Tools 519. The professor in your history class assigns you to write a paper on the topic of women's suffrage and the Women's Social and Political Union in Great Britain in the early 1900s. She requires that the sources you use must be scholarly articles published after 1970. Which is the best resource to use? CHOOSE ONE ANSWER America: History and Life (1960-present) Historical Abstracts (1967-present) InfoTrac Magazine Index (1965-present) International Newspapers Database (1900-present) Political Science Abstracts (1900-1971) Objective: 2.3.2.3 Skill Set: Selecting Finding Tools 520. If you are using the 7-volume Encyclopedia of Science to find information on the topic of DNA, what is the most efficient way to be sure you find all the relevant information that is in the encyclopedia? CHOOSE ONE ANSWER Look through the bibliography. Look under "D" for DNA. Look up "DNA" in the index. Use the table of contents. Objective: 2.3.1.6 Skill Set: Using Finding Tool Features Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 167 521. If you want to find a report of a research study that is written by the people who conducted the research, which type of resource is the best choice? CHOOSE ONE ANSWER Magazine article database Newspaper database Scholarly journal database Statistical information database Objective: 2.1.3.9 Skill Set: Selecting Finding Tools 522. All of the following are effective ways to locate major reference sources appropriate to a subject discipline, such as linguistics, music, or biology, except: CHOOSE ONE ANSWER Ask a librarian at the reference desk. Browse the library's regular collection in the appropriate call number area. Browse the reference collection in the appropriate call number area. Use a web search engine to find references to that discipline. Objective: 2.2.6.1 Skill Set: Selecting Finding Tools 523. All of the following criteria are useful when identifying a resource to use for your research except: CHOOSE ONE ANSWER The author's bias. The author's credibility. The format of the resource. How up-to-date the resource is. Who the author is. Objective: 2.3.1.2 Skill Set: Selecting Finding Tools 524. When searching for statistics on the number of cancer-related deaths in a major city for the last five years, you realize that the data are compiled at the county level. What is the best course of action? CHOOSE ONE ANSWER Calculate the per capita rate and apply that rate to the city’s population. Compile these statistics from local health department reports on the topic. Divide the number of deaths in the county by the number of cities in the county. Report the county-level data as the only statistics available. Outcome: 1.2.6 Skill Set: Retrieving Sources Appendix D - Project SAILS Test Items 168 SAILS Results - University of Virgin Islands 525. In most research databases, the "help" feature will do all the following except: CHOOSE ONE ANSWER Help you do an advanced search. Help you focus your search topic. Tell you how to do an author search. Tell you how to truncate search terms. Tell you what type of material is included in the database. Objective: 2.1.3.2 Skill Set: Using Finding Tool Features 526. Most research databases have all of the following components except: CHOOSE ONE ANSWER Abstracts of articles Author biographies Date limiting Keyword searching Thesaurus of subject terms Objective: 2.1.3.1 Skill Set: Using Finding Tool Features 527. Which of the following resources is not available through the ISI Web of Knowledge gateway? CHOOSE ONE ANSWER Arts & Humanities Citation Index Highly Cited Authors' Biographies RefWorks Bilbliographic Management Software Science Citation Index Social Sciences Citation Index Objective: 2.1.3.3 Skill Set: Using Finding Tool Features 528. All of the following statements about citing sources are true except: CHOOSE ONE ANSWER Most disciplines in the humanities, such as Theatre Studies, use either the MLA, Chicago, or Turabian documentation style. Most disciplines use either the MLA or the APA style of documentation. Some disciplines, such as engineering, mathematics, and biology, have their own documentation styles. There are many scholarly organizations that publish documentation style guides. Objective: 5.3.1.3 Skill Set: Documenting Sources Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 169 529. For which of the following assignments would you expect to develop a full research strategy? CHOOSE ONE ANSWER A five-minute presentation on a current event A five-page analysis of a literary movement A five-page book review A five-page paper on the novel that you have read for class Objective: 1.1.4.4 Skill Set: Developing a Research Strategy 530. Of the following research questions, which is likely to be the most manageable to research for a 10-15 page term paper? CHOOSE ONE ANSWER What are some of the causes of violent behavior in the United States? What is the effect of television violence on behavior of adolescents? What is the effect of violence in television shows and in movies? Why do adolescents display violent behavior in some situations? Objective: 1.1.4.1 Skill Set: Developing a Research Strategy 531. You have decided to write a paper on the World Hockey Association of the 1970s and have found no journal article citations in general databases, history databases, and sports databases. What is the best course of action? CHOOSE ONE ANSWER Narrow the topic. Select a different type of database to search. Select a new topic. Objective: 1.4.1.3 Skill Set: Developing a Research Strategy 532. Which of the following is the least effective way to keep track of the articles that you find in a database search? CHOOSE ONE ANSWER E-mail a list of the articles to yourself. Export a list of the articles into a bibliographic management tool. Save a list of the articles to your portable drive. Write down a list of the articles. Outcome: 2.5.5 Skill Set: Developing a Research Strategy Appendix D - Project SAILS Test Items 170 SAILS Results - University of Virgin Islands 533. When searching for general articles on marathon training techniques, you retrieve the following list: Article 1 “Running kinematics and joint range of motion during sixteen weeks of training for a marathon.” Dundee, Shannon, Journal of Sport Science Feb 2008: Vol. 13 Issue 4, p. 212-220. Article 2 “Seasonal half-marathon training to improve your marathon performance once your program is in place." Avery, Guy, Marathon & Beyond Jan/Feb2006, Vol. 10 Issue 1, p. 41. Article 3 “Ultimate marathon training plan.” Rennie, D., Runner's World Jan 2006: Vol. 8 Issue 5, p. 61-64; 66. Which article best meets your information need? CHOOSE ONE ANSWER Article 1 Article 2 Article 3 None of the above Outcome: 3.4.1 Skill Set: Developing a Research Strategy 534. All of the following criteria are useful for evaluating a magazine article except: CHOOSE ONE ANSWER The author's point of view. The number of pages. When the article was written. Who wrote the article. Objective: 2.4.1.2 Skill Set: Evaluating Sources 535. You have been assigned a short paper topic that will require you to locate up-to-date facts about the planets in our solar system. Which of the following resources are the most useful? CHOOSE ONE ANSWER Bibliography and encyclopedia Dictionary and Web site Encyclopedia and world atlas Science textbook and world altas Web site and almanac Objective: 2.4.1.4 Skill Set: Evaluating Sources Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 171 536. You want to use the following information in your research paper on cloning. What is your next step? "Most disturbing of all, some researchers want to use cloning to create human beings solely for experimentation and destruction. They propose to supply genetically matched tissues for treating various diseases by making human embryos from patients’ body cells, then dissecting these developing embryos for their 'spare parts.' Some even speak of growing genetically altered 'headless' or 'brainless' human clones as organ farms." CHOOSE ONE ANSWER Find out when this quotation was written. Plan your search strategy. Verify the accuracy of the information. Write your paper. Objective: 3.2.1.3 Skill Set: Evaluating Sources 537. All of the following criteria are useful for choosing an information source except: CHOOSE ONE ANSWER The authority of the creator of the source. How up-to-date the information is. The point of view of the author. The visual appeal of the design elements. Objective: 1.4.2.3 Skill Set: Evaluating Sources 538. When assessing a Web site’s objectivity, all of the following are useful to examine except: CHOOSE ONE ANSWER Advertising on the Web site. How current the links are. Language and images that express one point of view. The intended audience of the Web site. The Web site's sponsoring company or organization. Objective: 3.2.3.1 Skill Set: Evaluating Sources 539. Books in the library are arranged primarily by: CHOOSE ONE ANSWER What size they are. What their subjects are. When they were cataloged by the library. When they were purchased by the library. Objective: 2.2.6.3 Skill Set: Retrieving Sources Appendix D - Project SAILS Test Items 172 SAILS Results - University of Virgin Islands 540. If you want to combine search terms in a research database, which of the following is the best way to do this? CHOOSE ONE ANSWER & + AND No need to put in anything except the keywords Objective: 2.1.3.7 Skill Set: Using Finding Tool Features 541. Which of the following search strategies would be the most efficient for finding articles on "fast food?" CHOOSE ONE ANSWER Fast adj food Fast near food Fast or food Objective: 2.2.4.2 Skill Set: Searching 543. Select the set that best represents synonyms and related terms for the concept "college students." CHOOSE ONE ANSWER Colleges, universities, community colleges Graduate students, freshmen, sophomores University, adult learners, educational attendees Objective: 2.2.2.3 Skill Set: Searching 545. What is the term for an online resource that shows what materials are owned by your library? CHOOSE ONE ANSWER Database thesaurus Library catalog Periodical database Research database Objective: 2.3.2.2 Skill Set: Selecting Finding Tools Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 173 548. What is the best thing to do when you need help with library research? CHOOSE ONE ANSWER Ask at the circulation desk. Ask the person shelving books. Call the circulation desk. Call the reference desk. Objective: 2.3.3.3 Skill Set: Developing a Research Strategy 549. What do most research databases have in common? CHOOSE ONE ANSWER Can restrict by date or publication type Cover only what is in your library Full-text Same subject headings Objective: 2.3.1.5 Skill Set: Using Finding Tool Features 550. It's the second week of the term. Your professor gives you an assignment to write a 10-page paper on a topic you know little about. The paper is due during finals week. All of the following activities would be efficient ways to start except: CHOOSE ONE ANSWER Ask for help. Browse the bookshelves. Use a research database to find journal articles. Use the library catalog to find books. Objective: 2.2.1.1 Skill Set: Developing a Research Strategy 551. You are assigned a report for your political science class on testimony given by the U.S. Secretary of the Interior 10 days ago at a congressional hearing. Which research strategy is the most effective for finding information about the testimony? CHOOSE ONE ANSWER Search for articles in the New York Times archive (online). Search for articles in The Reader's Guide to Periodical Literature (reference room). Search for articles in the Social Science Index (reference room). Search for books in the university library's catalog (online). Objective: 3.4.5.3 Skill Set: Selecting Finding Tools Appendix D - Project SAILS Test Items 174 SAILS Results - University of Virgin Islands 552. Is it legal to upload a copy of a song on a CD to the Internet through a peer-to-peer file sharing service such as Demonoid or The Pirate Bay? CHOOSE ONE ANSWER Yes, if you purchased the CD. Yes, if there are other free copies of the song already on the internet. Yes, if the copyright on the song has expired. No, it is never legal to upload a copy of a song to the internet. Outcome: 5.2.5 Skill Set: Understanding Economic, Legal, and Social Issues 553. Is it legal to download a song from the Internet? CHOOSE ONE ANSWER Yes, it is always legal if you get it through a peer-to-peer file sharing service, such as Demonoid or The Pirate Bay. Yes, if the copyright owner has made it available for free or purchase or the copyright has expired. Yes, if you cannot afford to purchase the CD. No, it is never legal to download a song from the Internet. Outcome: 5.2.5 Skill Set: Understanding Economic, Legal, and Social Issues 554. What is one important purpose of the doctrine of intellectual property? CHOOSE ONE ANSWER To encourage the open and public sharing of ideas. To generate property tax income for the government. To prevent students from cheating. To protect the property rights of schools, universities, and other intellectual organizations. Outcome: 5.1.4 Skill Set: Understanding Economic, Legal, and Social Issues 556. All of the following kinds of resources are commonly available on a university library's Web site except: CHOOSE ONE ANSWER Course syllabi and assignments developed by instructors Licensed or purchased research databases Research guides Selected freely-available resources on the Web Objective: 5.1.2.2 Skill Set: Understanding Economic, Legal, and Social Issues Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 175 557. When recording bibliographic information for a book you are using in your research, all of the following elements are necessary to cite it correctly except: CHOOSE ONE ANSWER Author City where the publisher is located Number of pages in the book Title Objective: 5.3.1.2 Skill Set: Documenting Sources 558. You would like to evaluate the quality of a specialized encyclopedia you are using for your project. What would be the most effective way to find a good review? CHOOSE ONE ANSWER Go to the publisher's Web page. Search for reviews of the encyclopedia in a periodical index or research database. Search the library catalog for the editor's name. Search the library catalog for the title of the encyclopedia. Objective: 3.2.1.1 Skill Set: Evaluating Sources 559. You need to write a paper about the causes of deforestation in South America. All of these strategies would be likely to result in useful, reliable information except: CHOOSE ONE ANSWER Communicate with experts on the topic. Read a travel guide for South America. Read periodical articles on the topic. Search the library catalog for books on the topic. Outcome: 3.6.3 Skill Set: Selecting Finding Tools 560. When recording bibliographic information for a book chapter from an edited book you are using in your research, all of the following elements are necessary to cite it correctly except: CHOOSE ONE ANSWER Book editor Call number Chapter author Chapter page numbers Chapter title Objective: 5.3.1.2 Skill Set: Documenting Sources Appendix D - Project SAILS Test Items 176 SAILS Results - University of Virgin Islands 561. Keyword searching is an effective way to search in all of the following situations except: CHOOSE ONE ANSWER Combining search terms together. Finding articles on a particular topic. Finding many articles by a certain author. Searching for a particular phrase in title, abstract, and subject term fields. Objective: 2.2.4.6 Skill Set: Searching 562. Who may be the most qualified to assist you when you need help narrowing your research topic? CHOOSE ONE ANSWER A fellow student in your class A person in the library who is shelving books A person in the library who is staffing the circulation desk A person in the library who is staffing the reference desk Objective: 1.1.4.6 Skill Set: Developing a Research Strategy 563. Which of the following types of source is least likely to present a one-sided view and opinions rather than facts? CHOOSE ONE ANSWER Blogs Newsgroups Newspaper editorials Personal or commercial Web sites Scholarly journal articles Objective: 3.2.3.2 Skill Set: Evaluating Sources 568. What do folk art, personal stories, research reports, scholarly articles, and songs have in common? CHOOSE ONE ANSWER They are all archived by libraries. They are all examples of primary sources. They are all examples of secondary sources. They are all sources of information. Objective: 1.2.3.1 Skill Set: Developing a Research Strategy Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 177 569. All of the following subject fields belong to the humanities discipline except: CHOOSE ONE ANSWER Art history English Philosophy Sociology Objective: 1.2.2.1 Skill Set: Developing a Research Strategy 570. All of the following subject fields belong to the science discipline except: CHOOSE ONE ANSWER Chemistry Economics Genetics Physics Objective: 1.2.2.1 Skill Set: Developing a Research Strategy 571. All of the following subject fields belong to the social sciences discipline except: CHOOSE ONE ANSWER Anthropology Medicine Psychology Sociology Objective: 1.2.2.1 Skill Set: Developing a Research Strategy 572. What are the major disciplines of knowledge? CHOOSE ONE ANSWER Art, Business, Medicine Arts, Humanities Arts, Medicine, Sciences, Social Sciences Humanities, Sciences, Social Sciences Sciences, Engineering, Medicine Objective: 1.2.2.1 Skill Set: Developing a Research Strategy Appendix D - Project SAILS Test Items 178 SAILS Results - University of Virgin Islands 573. All of the following actions qualify as plagiarism except: CHOOSE ONE ANSWER Including a paragraph from an article as long as you change a few of the words. Turning in a paper written by someone else. Using another person's ideas in your research paper without attribution. Using commonly known information without attribution. Outcome: 5.2.6 Skill Set: Understanding Economic, Legal, and Social Issues 575. You would like to evaluate the qualifications of an author of an article you have just read. Which one of these strategies would be the least effective: CHOOSE ONE ANSWER Search for reviews of the author's work in a periodical index or research database. Search for the author's name in a biography database. Search for the author's name in the library catalog. Search for Web pages that mention the author. Objective: 3.2.1.2 Skill Set: Evaluating Sources 577. For the article described below, which of the following terms is an example of controlled vocabulary? CHOOSE ONE ANSWER Ecological citizenship Ecology Environmental citizenship Environmental politics Environmentalism Objective: 2.2.3.4 Skill Set: Searching Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 179 578. You are using a research database that uses an asterisk (*) as its truncation or wildcard symbol. Which set of terms would be retrieved if you type in: read* CHOOSE ONE ANSWER Examine, read, peruse Read, comprehension, reading level Read, reader, study, student Read, readmit, ready Objective: 2.2.4.7 Skill Set: Searching 579. A search of "avian flu" in a research database has produced a list of more than 150 articles with abstracts, and shows 20 results at a time. Which of the following is the least efficient way to keep the list of 150 for later review and selection of articles? CHOOSE ONE ANSWER Cut and paste the list into a new document that you can save on your flash drive. E-mail the list to yourself. Export the list to a new file that you can save on your flash drive. Print the list. Objective: 2.1.4.2 Skill Set: Using Finding Tool Features Appendix D - Project SAILS Test Items 180 SAILS Results - University of Virgin Islands 582. In the citation below, which term is an example of controlled vocabulary? CHOOSE ONE ANSWER 0013-0613 Economist General Paul Aussaresses Special Forces War crimes Objective: 2.2.3.4 Skill Set: Searching Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 181 583. Using the first three pages of a book as given below: Which of the following is the correct format for citing chapter number 5 in your bibliography? CHOOSE ONE ANSWER Ravitch, Diane. "Instead of the Academic Curriculum." In Left Back: A Century of Battles Over School Reform. New York: Simon & Schuster, 2006. Ravitch, Diane. "Instead of the Academic Curriculum." Left Back: A Century of Battles Over School Reform. (2006): 162 - 201. Ravitch, Diane. Instead of the Academic Curriculum. New York: Simon & Schuster, 2006. Ravitch, Diane. Left Back: A Century of Battles Over School Reform. New York: Simon & Schuster, 2006. Objective: 5.3.1.2 Skill Set: Documenting Sources 584. If you want to locate good journal articles on a specific topic, which of these is the best way to start? CHOOSE ONE ANSWER Page through journals. Use a research database. Use the library catalog. Objective: 2.1.3.5 Skill Set: Selecting Finding Tools Appendix D - Project SAILS Test Items 182 SAILS Results - University of Virgin Islands 587. Your art history professor wants you to write a paper on the use of color in the famous painting, "The Madonna". If you were using a research database, which search strategy would be the most effective for finding relevant information? CHOOSE ONE ANSWER Art Color and Madonna not music Color or meaning in art Famous paintings Use of color in The Madonna Objective: 2.2.4.2 Skill Set: Searching 589. You looked for literary criticism on Geoffrey Chaucer's Canterbury Tales and retrieved the record below from a research database. What is the next step for locating the entire article? CHOOSE ONE ANSWER Search the library catalog for articles about Chaucer. Search the library catalog for articles written by Katharine S. Gittes. Search the library catalog for the article title, "Chaucer and the medieval frame narrative." Search the library catalog to see if the library has a subscription to Speculum. Objective: 2.3.1.3 Skill Set: Documenting Sources Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 183 590. You want to use a detail from a map in a reference book that you located in the library for your PowerPoint presentation. What would be the best device to use? CHOOSE ONE ANSWER Color printer Microform reader Photocopier Scanner Outcome: 2.5.1 Skill Set: Using Finding Tool Features 593. You want to take a copy of a journal article that you located in the library home with you to read. What would be the best device to use? CHOOSE ONE ANSWER Color printer Microform reader Photocopier Scanner Outcome: 2.5.1 Skill Set: Using Finding Tool Features 594. You need to write a ten-page paper reviewing the current research on a medical condition or disease. An initial search in a medical research database for "Lou Gehrig's Disease" returns relatively few results. What is the best course of action? CHOOSE ONE ANSWER Change your topic to another condition or disease. Consult a medical dictionary to see if there is a formal name for the disease. Repeat the search in a Web search engine. Select a general research database to search. Select another medical research database to search. Objective: 1.1.5.2 Skill Set: Searching 595. When sending a message via email, particularly to a discussion forum, it is important to: CHOOSE ONE ANSWER Include the date and time of your message in your text. Keep the message brief by avoiding complete sentences. Select an acceptable font. Use a descriptive subject heading. Outcome: 5.2.1 Skill Set: Understanding Economic, Legal, and Social Issues Appendix D - Project SAILS Test Items 184 SAILS Results - University of Virgin Islands 597. Which of the following concepts makes it ethically wrong for libraries to deny your access to available resources on any topic in which you are interested? CHOOSE ONE ANSWER Copyright Freedom of information Intellectual freedom Intellectual property Right to privacy Outcome: 5.1.3 Skill Set: Understanding Economic, Legal, and Social Issues 599. Which of the following concepts makes it legally wrong for government agencies to deny your access to official documents under most circumstances? CHOOSE ONE ANSWER Fair use Freedom of information Intellectual freedom Intellectual property Right to privacy Outcome: 5.1.3 Skill Set: Understanding Economic, Legal, and Social Issues 600. It's the second week of the term. Your professor gives you an assignment to write a 10-page paper on a topic you know little about. The paper is due during finals week. Suppose you identify only one book that is perfect for your topic. What would you do if it was already checked out to someone else? CHOOSE ONE ANSWER Find out who has the book and ask that person to return it. Request the book you want from another library for use next week. Select another book that is available today. Objective: 1.3.3.3 Skill Set: Retrieving Sources 601. What is the "invisible college?" CHOOSE ONE ANSWER All the information sources that students don't know about Collections of resources, such as archives, that are not open to the public Method for taking classes through distance learning Term used to describe all the ways that students learn outside the classroom Unpublished communication among faculty, such as personal contacts, discussion forums, email Objective: 1.2.1.2 Skill Set: Developing a Research Strategy Appendix D - Project SAILS Test Items SAILS Results - STX 2012 Fall Fresh 185 602. You want to communicate directly with experts on the subject of how to be prepared for earthquakes. All of the following are effective ways to communicate with these experts except: CHOOSE ONE ANSWER Call them on the telephone. Email them. Read articles they have published. Set up an interview. Use an online discussion forum to talk to them. Outcome: 3.6.3 Skill Set: Selecting Finding Tools 603. You have decided to write a paper on gun control in the United States and have found more than a thousand articles after an initial search. What is the best course of action? CHOOSE ONE ANSWER Change your topic to gun control. Change your topic to gun control in the United States for assault weapons. Change your topic to gun control in the United States and other countries. Work with the results of the initial search. Objective: 1.1.4.3 Skill Set: Developing a Research Strategy 604. A search for HIV in a research database returns almost 140,000 results. How would you reduce your results to articles that were published from 2007 onwards in English? CHOOSE ONE ANSWER Because the articles are presented chronologically, page through until the last 2006 article appears and then look through the rest to eliminate the foreign language ones. Repeat the search with the terms "HIV AND >=2007" Repeat the search with the terms "HIV AND 2007 to present" There is no way to set these limits, so one must go through each retrieved record. Use the Limits option in the research database to set the publication dates and languages. Objective: 2.2.5.3 Skill Set: Searching Appendix D - Project SAILS Test Items 186 SAILS Results - University of Virgin Islands APPENDIX E SAILS Test Item Numbers for Each SAILS Skill Set Subscale and ACRL Standard Subscale Skill Set: Developing a Research Strategy 32 items: 63, 95, 99, 101, 453, 147, 148, 198, 203, 215, 237, 239, 255, 444, 451, 452, 517, 529, 530, 531, 532, 533, 548, 550, 562, 568, 569, 570, 571, 572, 601, 603 Skill Set: Selecting Finding Tools 18 items: 19, 22, 64, 139, 142, 141, 257, 140, 518, 519, 521, 522, 523, 545, 551, 559, 584, 602 Skill Set: Searching 27 items: 14, 21, 28, 39, 43, 59, 73, 88, 90, 108, 196, 218, 228, 230, 242, 247, 263, 515, 541, 543, 561, 577, 578, 582, 587, 594, 604 Skill Set: Using Finding Tool Features 14 items: 42, 62, 71, 259, 260, 525, 526, 527, 549, 520, 540, 579, 590, 593 Skill Set: Retrieving Sources 15 items: 25, 29, 30, 93, 104, 106, 192, 194, 195, 214, 216, 229, 539, 524, 600 Skill Set: Evaluating Sources 21 items: 9, 20, 27, 83, 87, 91, 92, 124, 150, 206, 207, 227, 446, 534, 535, 536, 537, 538, 558, 563, 575 Skill Set: Documenting Sources 14 items: 40, 44, 49, 60, 123, 193, 197, 199, 512, 528, 557, 560, 583, 589 Appendix E - SAILS Test Item Numbers SAILS Results - STX 2012 Fall Fresh 187 Skill Set: Understanding Economic, Legal, and Social Issues 20 items: 112, 117, 118, 119, 122, 132, 136, 200, 222, 120, 271, 516, 552, 553, 554, 556, 573, 595, 597, 599 Standard 1: Determines the Nature and Extent of the Information Needed 39 items: 9, 20, 27, 30, 43, 63, 64, 73, 93, 95, 99, 101, 104, 106, 147, 148, 198, 215, 242, 255, 451, 452, 453, 517, 524, 529, 530, 531, 537, 562, 568, 569, 570, 571, 572, 594, 600, 601, 603 Standard 2: Accesses Needed Information Effectively and Efficiently 75 items: 14, 19, 21, 22, 25, 29, 39, 40, 42, 44, 49, 59, 60, 62, 71, 88, 90, 108, 139, 140, 141, 142, 150, 192, 193, 194, 195, 196, 197, 199, 203, 214, 216, 228, 229, 230, 237, 239, 247, 257, 259, 260, 444, 515, 518, 519, 520, 521, 522, 523, 525, 526, 527, 532, 534, 535, 539, 540, 541, 543, 545, 548, 549, 550, 561, 577, 578, 579, 582, 584, 587, 589, 590, 593, 604 Standard 3: Evaluates Information and Its Sources Critically and Incorporates Selected Information Into His or Her Knowledge Base and Value System 21 items: 28, 83, 87, 91, 92, 124, 206, 207, 218, 227, 263, 446, 533, 536, 538, 551, 558, 559, 563, 575, 602 Standard 5: Understands Many of the Economic, Legal, and Social Issues Surrounding the Use of Information and Accesses and Uses Information Ethically and Legally 26 items: 112, 117, 118, 119, 120, 122, 123, 132, 136, 200, 222, 271, 512, 516, 528, 552, 553, 554, 556, 557, 560, 573, 583, 595, 597, 599 Appendix E - SAILS Test Item Numbers 188 SAILS Results - University of Virgin Islands APPENDIX F Association of College and Research Libraries Information Literacy Competency Standards for Higher Education Standards, Performance Indicators, and Outcomes Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians Standard 1 The information literate student determines the nature and extent of the information needed. Performance Indicators 1.1 The information literate student defines and articulates the need for information. Outcomes 1.1.1 Confers with instructors and participates in class discussions, peer workgroups and electronic discussions to identify a research topic, or other information need 517 1.1.2 Develops a thesis statement and formulates questions based on the information need 1.1.3 Explores general information sources to increase familiarity with the topic. Objectives 1.1.3.1 Describes the difference between general and subject-specific information sources. 1.1.3.2 Demonstrates when it is appropriate to use a general and subject-specific information source (e.g., to provide an overview, to give ideas on terminology). Items 64 1.1.4 Defines or modifies the information need to achieve a manageable focus 1.1.4.1 Identifies an initial question that might be too broad or narrow, as well as one that is probably manageable. 530 1.1.4.2 Explains his/her reasoning regarding the manageability of a topic with reference to available information sources. 1.1.4.3 Narrows a broad topic and broadens a narrow one by modifying the scope or direction of the question. 603 1.1.4.4 Demonstrates an understanding of how the desired end product (i.e., the required depth of investigation and analysis) will play a role in determining the need for information. 529 1.1.4.5 Uses background information sources effectively to gain an initial understanding of the topic. 95 1.1.4.6 Consults with the course instructor and librarians to develop a manageable focus for the topic. 562 Appendix F - ACRL Information Literacy Competency Standards SAILS Results - STX 2012 Fall Fresh 189 1.1.5 Identifies key concepts and terms that describe the information need 1.1.5.1 Lists terms that may be useful for locating information on a topic. 43 1.1.5.2 Identifies and uses appropriate general or subject-specific sources to discover terminology related to an information need. 594 1.1.5.3 Decides when a research topic has multiple facets or may need to be put into a broader context. 255 1.1.5.4 Identifies more specific concepts that comprise a research topic. 1.1.6 Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information 1.2 The information literate student identifies a variety of types and formats of potential sources for information. 1.2.1 Knows how information is formally and informally produced, organized, and disseminated 1.2.1.1 Describes the publication cycle appropriate to the discipline of a research topic. 1.2.1.2 Defines the "invisible college" (e.g., personal contacts, listservs specific to a discipline or subject) and describes its value. 601 1.2.2 Recognizes that knowledge can be organized into disciplines that influence the way information is accessed 1.2.2.1 Names the three major disciplines of knowledge (humanities, social sciences, sciences) and some subject fields that comprise each discipline. 569, 570, 571, 572 1.2.2.2 Finds sources that provide relevant subject field- and discipline-related terminology. 73 1.2.2.3 Uses relevant subject- and discipline-related terminology in the information research process. 242 1.2.2.4 Describes how the publication cycle in a particular discipline or subject field affects the researcher's access to information. 63 1.2.3 Identifies the value and differences of potential resources in a variety of formats (e.g.,multimedia, database, website, data set, audio/visual, book) 1.2.3.1 Identifies various formats in which information is available. 568 1.2.3.2 Demonstrates how the format in which information appears may affect its usefulness for a particular information need. 1.2.4 Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical) 1.2.4.1 Distinguishes characteristics of information provided for different audiences. 9, 20, 27 1.2.4.2 Identifies the intent or purpose of an information source (this may require use of additional sources in order to develop an appropriate context). 1.2.5 Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline Appendix F - ACRL Information Literacy Competency Standards 190 SAILS Results - University of Virgin Islands 1.2.5.1 Describes how various fields of study define primary and secondary sources differently. 99, 101 1.2.5.2 Identifies characteristics of information that make an item a primary or secondary source in a given field. 147, 148, 451, 452, 453 1.2.6 Realizes that information may need to be constructed with raw data from primary sources 524 1.3 The information literate student considers the costs and benefits of acquiring the needed information. 1.3.1 Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g., interlibrary loan; using resources at other locations; obtaining images, videos, text, or sound) 1.3.1.1 Determines if material is available immediately. 104, 106 1.3.1.2 Uses available services appropriately to obtain desired materials or alternative sources. 30 1.3.2 Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed information and to understand its context 1.3.3 Defines a realistic overall plan and timeline to acquire the needed information 1.3.3.1 Searches for and gathers information based on an informal, flexible plan. 1.3.3.2 Demonstrates a general knowledge of how to obtain information that is not available immediately. 93 1.3.3.3 Acts appropriately to obtain information within the time frame required. 600 1.4 The information literate student reevaluates the nature and extent of the information need. 1.4.1 Reviews the initial information need to clarify, revise, or refine the question 1.4.1.1 Identifies a research topic that may require revision, based on the amount of information found (or not found). 198 1.4.1.2 Identifies a topic that may need to be modified, based on the content of information found. 215 1.4.1.3 Decides when it is and is not necessary to abandon a topic depending on the success (or failure) of an initial search for information. 531 1.4.2 Describes criteria used to make information decisions and choices 1.4.2.1 Demonstrates how the intended audience influences information choices. 1.4.2.2 Demonstrates how the desired end product influences information choices (e.g., that visual aids or audio/visual material may be needed for an oral presentation). 1.4.2.3 Lists various criteria, such as currency, which influence information choices. (See also 2.4. and 3.2.) 537 Standard 2 The information literate student accesses needed information effectively and efficiently. Appendix F - ACRL Information Literacy Competency Standards SAILS Results - STX 2012 Fall Fresh 191 2.1 The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. 2.1.1 Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork) 2.1.2 Investigates benefits and applicability of various investigative methods 2.1.3 Investigates the scope, content, and organization of information retrieval systems 2.1.3.1 Describes the structure and components of the system or tool being used, regardless of format (e.g., index, thesaurus, type of information retrieved by the system). 526 2.1.3.2 Identifies the source of help within a given information retrieval system and uses it effectively. 525 2.1.3.3 Identifies what types of information are contained in a particular system (e.g., all branch libraries are included in the catalog; not all databases are full text; catalogs, periodical databases, and Web sites may be included in a gateway). 527 2.1.3.4 Distinguishes among indexes, online databases, and collections of online databases, as well as gateways to different databases and collections. 19 2.1.3.5 Selects appropriate tools (e.g., indexes, online databases) for research on a particular topic. 584 2.1.3.6 Identifies the differences between freely available Internet search tools and subscription or fee-based databases. 139, 140, 141, 142 2.1.3.7 Identifies and uses search language and protocols (e.g., Boolean, adjacency) appropriate to the retrieval system. 540 2.1.3.8 Determines the period of time covered by a particular source. 518 2.1.3.9 Identifies the types of sources that are indexed in a particular database or index (e.g., an index that covers newspapers or popular periodicals versus a more specialized index to find scholarly literature). 521 2.1.3.10 Demonstrates when it is appropriate to use a single tool (e.g., using only a periodical index when only periodical articles are required). 2.1.3.11 Distinguishes between full-text and bibliographic databases. 2.1.4 Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system 2.1.4.1 Selects appropriate information sources (i.e., primary, secondary or tertiary sources) and determines their relevance for the current information need. 150 2.1.4.2 Determines appropriate means for recording or saving the desired information (e.g., printing, saving to disc, photocopying, taking notes). 579 2.1.4.3 Analyzes and interprets the information collected using a growing awareness of key terms and concepts to decide whether to search for additional information or to identify more accurately when the information need has been met. Appendix F - ACRL Information Literacy Competency Standards 192 SAILS Results - University of Virgin Islands 2.2 The information literate student constructs and implements effectively-designed search strategies. 2.2.1 Develops a research plan appropriate to the investigative method 2.2.1.1 Describes a general process for searching for information. 550 2.2.1.2 Describes when different types of information (e.g., primary/secondary, background/specific) may be suitable for different purposes. 2.2.1.3 Gathers and evaluates information and appropriately modifies the research plan as new insights are gained. 2.2.2 Identifies keywords, synonyms and related terms for the information needed 2.2.2.1 Identifies keywords or phrases that represent a topic in general sources (e.g., library catalog, periodical index, online source) and in subject-specific sources. 2.2.2.2 Demonstrates an understanding that different terminology may be used in general sources and subject-specific sources. 2.2.2.3 Identifies alternate terminology, including synonyms, broader or narrower words and phrases that describe a topic. 543 2.2.2.4 Identifies keywords that describe an information source (e.g., book, journal article, magazine article, Web site). 237, 239, 444 2.2.3 Selects controlled vocabulary specific to the discipline or information retrieval source 2.2.3.1 Uses background sources (e.g., encyclopedias, handbooks, dictionaries, thesauri, textbooks) to identify discipline-specific terminology that describes a given topic. 2.2.3.2 Explains what controlled vocabulary is and why it is used. 14 2.2.3.3 Identifies search terms likely to be useful for a research topic in relevant controlled vocabulary lists. 2.2.3.4 Identifies when and where controlled vocabulary is used in a bibliographic record, and then successfully searches for additional information using that vocabulary. 577, 582 2.2.4 Constructs a search strategy using appropriate commands for the information retrieval system selected (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books) 2.2.4.1 Demonstrates when it is appropriate to search a particular field (e.g., title, author, subject). 21 2.2.4.2 Demonstrates an understanding of the concept of Boolean logic and constructs a search statement using Boolean operators. 39, 247, 541, 587 2.2.4.3 Demonstrates an understanding of the concept of proximity searching and constructs a search statement using proximity operators. 108 2.2.4.4 Demonstrates an understanding of the concept of nesting and constructs a search using nested words or phrases. 59 2.2.4.5 Demonstrates and understanding of the concept of browsing and uses an index that allows it. 2.2.4.6 Demonstrates an understanding of the concept of keyword searching and uses it appropriately and effectively. 561 Appendix F - ACRL Information Literacy Competency Standards SAILS Results - STX 2012 Fall Fresh 193 2.2.4.7 Demonstrates an understanding of the concept of truncation and uses it appropriately and effectively. 515, 578 2.2.5 Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters 2.2.5.1 Uses help screens and other user aids to understand the particular search structures and commands of an information retrieval system. 259 2.2.5.2 Demonstrates an awareness of the fact that there may be separate interfaces for basic and advanced searching in retrieval systems. 71 2.2.5.3 Narrows or broadens questions and search terms to retrieve the appropriate quantity of information, using search techniques such as Boolean logic, limiting, and field searching. 230, 604 2.2.5.4 Identifies and selects keywords and phrases to use when searching each source, recognizing that different sources may use different terminology for similar concepts. 2.2.5.5 Formulates and executes search strategies to match information needs with available resources. 2.2.5.6 Describes differences in searching for bibliographic records, abstracts, or full text in information sources. 2.2.6 Implements the search using investigative protocols appropriate to the discipline 2.2.6.1 Locates major print bibliographic and reference sources appropriate to the discipline of a research topic. 522 2.2.6.2 Locates and uses a specialized dictionary, encyclopedia, bibliography, or other common reference tool in print format for a given topic. 2.2.6.3 Demonstrates an understanding of the fact that items may be grouped together by subject in order to facilitate browsing. 539 2.2.6.4 Uses effectively the organizational structure of a typical book (e.g., indexes, tables of contents, user's instructions, legends, cross-references) in order to locate pertinent information in it. 42, 62 2.3 The information literate student retrieves information online or in person using a variety of methods. 2.3.1 Uses various search systems to retrieve information in a variety of formats 2.3.1.1 Describes some materials that are not available online or in digitized formats and must be accessed in print or other formats (e.g., microform, video, audio). 29 2.3.1.2 Identifies research sources, regardless of format, that are appropriate to a particular discipline or research need. 523 2.3.1.3 Recognizes the format of an information source (e.g., book, chapter in a book, periodical article) from its citation. (See also 2.3.2.) 589 2.3.1.4 Uses different research sources (e.g., catalogs and indexes) to find different types of information (e.g., books and periodical articles). 257 Appendix F - ACRL Information Literacy Competency Standards 194 SAILS Results - University of Virgin Islands 2.3.1.5 Describes search functionality common to most databases regardless of differences in the search interface (e.g., Boolean logic capability, field structure, keyword searching, relevancy ranking). 260, 549 2.3.1.6 Uses effectively the organizational structure and access points of print research sources (e.g., indexes, bibliographies) to retrieve pertinent information from those sources. 520 2.3.2 Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library or to identify specific sites for physical exploration 2.3.2.1 Uses call number systems effectively (e.g., demonstrates how a call number assists in locating the corresponding item in the library). 25, 195, 216 2.3.2.2 Explains the difference between the library catalog and a periodical index. 22, 545 2.3.2.3 Describes the different scopes of coverage found in different periodical indexes. 519 2.3.2.4 Distinguishes among citations to identify various types of materials (e.g., books, periodical articles, essays in anthologies). (See also 2.3.1.) 40, 44, 49, 60 2.3.3 Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary loan/document delivery, professional associations, institutional research offices, community resources, experts and practitioners 2.3.3.1 Retrieves a document in print or electronic form. 194, 229 2.3.3.2 Describes various retrieval methods for information not available locally. 192 2.3.3.3 Identifies the appropriate service point or resource for the particular information need. 548 2.3.3.4 Initiates an interlibrary loan request by filling out and submitting a form either online or in person. 214 2.3.3.5 Uses the Web site of an institution, library, organization or community to locate information about specific services. 203 2.3.4 Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information 2.4 The information literate student refines the search strategy if necessary. 2.4.1 Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized 2.4.1.1 Determines if the quantity of citations retrieved is adequate, too extensive, or insufficient for the information need. 196, 228 2.4.1.2 Evaluates the quality of the information retrieved using criteria such as authorship, point of view/bias, date written, citations, etc. 534 2.4.1.3 Assesses the relevance of information found by examining elements of the citation such as title, abstract, subject headings, source, and date of publication. 88, 90 Appendix F - ACRL Information Literacy Competency Standards SAILS Results - STX 2012 Fall Fresh 195 2.4.1.4 Determines the relevance of an item to the information need in terms of its depth of coverage, language, and time frame. 535 2.4.2 Identifies gaps in the information retrieved and determines if the search strategy should be revised 2.4.3 Repeats the search using the revised strategy as necessary 2.5 The information literate student extracts, records, and manages the information and its sources. 2.5.1 Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments) 590, 593 2.5.2 Creates a system for organizing the information 2.5.3 Differentiates between the types of sources cited and understands the elements and correct syntax of a citation for a wide range of resources 2.5.3.1 Identifies different types of information sources cited in a research tool. 193, 197 2.5.3.2 Determines whether or not a cited item is available locally and, if so, can locate it. 2.5.3.3 Demonstrates an understanding that different disciplines may use different citation styles. 199 2.5.4 Records all pertinent citation information for future reference 2.5.5 Uses various technologies to manage the information selected and organized 532 Standard 3 The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. 3.1 The information literate student summarizes the main ideas to be extracted from the information gathered. 3.1.1 Reads the text and selects main ideas 3.1.2 Restates textual concepts in his/her own words and selects data accurately 3.1.3 Identifies verbatim material that can be then appropriately quoted 3.2 The information literate student articulates and applies initial criteria for evaluating both the information and its sources. 3.2.1 Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias 3.2.1.1 Locates and examines critical reviews of information sources using available resources and technologies. 558 3.2.1.2 Investigates an author's qualifications and reputation through reviews or biographical sources. 206, 575 3.2.1.3 Investigates validity and accuracy by consulting sources identified through bibliographic references. 536 Appendix F - ACRL Information Literacy Competency Standards 196 SAILS Results - University of Virgin Islands 3.2.1.4 Investigates qualifications and reputation of the publisher or issuing agency by consulting other information resources. (See also 3.4.5.) 3.2.1.5 Determines when the information was published (or knows where to look for a source's publication date). 3.2.1.6 Recognizes the importance of timeliness or date of publication to the value of the source. 3.2.1.7 Determines if the information retrieved is sufficiently current for the information need. 3.2.1.8 Demonstrates an understanding that other sources may provide additional information to either confirm or question point of view or bias. 124, 207 3.2.2 Analyzes the structure and logic of supporting arguments or methods 3.2.3 Recognizes prejudice, deception, or manipulation 3.2.3.1 Demonstrates an understanding that information in any format reflects an author's, sponsor's, and/or publisher's point of view. 538 3.2.3.2 Demonstrates an understanding that some information and information sources may present a one-sided view and may express opinions rather than facts. 87, 446, 563 3.2.3.3 Demonstrates an understanding that some information and sources may be designed to trigger emotions, conjure stereotypes, or promote support for a particular viewpoint or group. 91, 92 3.2.3.4 Applies evaluative criteria to information and its source (e.g., author's expertise, currency, accuracy, point of view, type of publication or information, sponsorship). 3.2.3.5 Searches for independent verification or corroboration of the accuracy and completeness of the data or representation of facts presented in an information source. 83 3.2.4 Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information 3.2.4.1 Describes how the age of a source or the qualities characteristic of the time in which it was created may impact its value. 3.2.4.2 Describes how the purpose for which information was created affects its usefulness. 3.2.4.3 Describes how cultural, geographic, or temporal contexts may unintentionally bias information. 3.3 The information literate student synthesizes main ideas to construct new concepts. 3.3.1 Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence 3.3.2 Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information 3.3.3 Utilizes computer and other technologies (e.g. spreadsheets, databases, multimedia, and audio or visual equipment) for studying the interaction of ideas and other phenomena 3.4 The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information. Appendix F - ACRL Information Literacy Competency Standards SAILS Results - STX 2012 Fall Fresh 197 3.4.1 Determines whether information satisfies the research or other information need 533 3.4.2 Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources 3.4.3 Draws conclusions based upon information gathered 3.4.4 Tests theories with discipline-appropriate techniques (e.g., simulators, experiments) 3.4.5 Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions 3.4.5.1 Describes how the reputation of the publisher affects the quality of the information source. (See also 3.2.1.). 3.4.5.2 Determines when a single search strategy may not fit a topic precisely enough to retrieve sufficient relevant information. 28 3.4.5.3 Determines when some topics may be too recent to be covered by some standard tools (e.g., a periodicals index) and when information on the topic retrieved by less authoritative tools (e.g., a Web search engine) may not be reliable. 551 3.4.5.4 Compares new information with own knowledge and other sources considered authoritative to determine if conclusions are reasonable. 3.4.6 Integrates new information with previous information or knowledge 3.4.7 Selects information that provides evidence for the topic 3.4.7.1 Describes why not all information sources are appropriate for all purposes (e.g., ERIC is not appropriate for all topics, such as business topics; the Web may not be appropriate for a local history topic). 3.4.7.2 Distinguishes among various information sources in terms of established evaluation criteria (e.g., content, authority, currency). 227 3.4.7.3 Applies established evaluation criteria to decide which information sources are most appropriate. 3.5 The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences. 3.5.1 Investigates differing viewpoints encountered in the literature 3.5.2 Determines whether to incorporate or reject viewpoints encountered 3.6 The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners. 3.6.1 Participates in classroom and other discussions 3.6.2 Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., email, bulletin boards, chat rooms) 3.6.3 Seeks expert opinion through a variety of mechanisms (e.g., interviews, email, listservs) 559, 602 3.7 The information literate student determines whether the initial query should be revised. 3.7.1 Determines if original information need has been satisfied or if additional information is needed Appendix F - ACRL Information Literacy Competency Standards 198 SAILS Results - University of Virgin Islands 3.7.2 Reviews search strategy and incorporates additional concepts as necessary 3.7.2.1 Demonstrates how searches may be limited or expanded by modifying search terminology or logic. 218 3.7.3 Reviews information retrieval sources used and expands to include others as needed 3.7.3.1 Examines footnotes and bibliographies from retrieved items to locate additional sources. 263 3.7.3.2 Follows, retrieves and evaluates relevant online links to additional sources. 3.7.3.3 Incorporates new knowledge as elements of revised search strategy to gather additional information. Standard 5 The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. 5.1 The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology. 5.1.1 Identifies and discusses issues related to privacy and security in both the print and electronic environments 136 5.1.2 Identifies and discusses issues related to free vs. fee-based access to information 5.1.2.1 Demonstrates an understanding that not all information on the Web is free, i.e., some Web-based databases require users to pay a fee or to subscribe in order to retrieve full text or other content. 200 5.1.2.2 Demonstrates awareness that the library pays for access to databases, information tools, full-text resources, etc., and may use the Web to deliver them to its clientele. 556 5.1.2.3 Describes how the terms of subscriptions or licenses may limit their use to a particular clientele or location. 222 5.1.2.4 Describes the differences between the results of a search using a general Web search engine (e.g., Yahoo, Google) and a library-provided tool (e.g., Web-based article index, full-text electronic journal, Web-based library catalog). 5.1.3 Identifies and discusses issues related to censorship and freedom of speech 122, 597, 599 5.1.4 Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material 117, 132, 271, 516, 554 5.2 The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources. 5.2.1 Participates in electronic discussions following accepted practices (e.g. "Netiquette") 595 5.2.2 Uses approved passwords and other forms of ID for access to information resources 5.2.3 Complies with institutional policies on access to information resources Appendix F - ACRL Information Literacy Competency Standards SAILS Results - STX 2012 Fall Fresh 199 5.2.4 Preserves the integrity of information resources, equipment, systems and facilities 5.2.5 Legally obtains, stores, and disseminates text, data, images, or sounds 112, 118, 552, 553 5.2.6 Demonstrates an understanding of what constitutes plagiarism and does not represent work attributable to others as his/her own 119, 573 5.2.7 Demonstrates an understanding of institutional policies related to human subjects research 120 5.3 The information literate student acknowledges the use of information sources in communicating the product or performance. 5.3.1 Selects an appropriate documentation style and uses it consistently to cite sources 5.3.1.1 Describes how to use a documentation style to record bibliographic information from an item retrieved through research. 5.3.1.2 Identifies citation elements for information sources in different formats (e.g., book, article, television program, Web page, interview). 557, 560, 583 5.3.1.3 Demonstrates an understanding that there are different documentation styles, published or accepted by various groups 528 5.3.1.4 Demonstrates an understanding that the appropriate documentation style may vary by discipline (e.g., MLA for English, University of Chicago for history, APA for psychology, CBE for biology) 5.3.1.5 Describes when the format of the source cited may dictate a certain citation style. 512 5.3.1.6 Uses correctly and consistently the citation style appropriate to a specific discipline. 5.3.1.7 Locates information about documentation styles either in print or electronically, e.g., through the library's Web site. 5.3.1.8 Recognizes that consistency of citation format is important, especially if a course instructor has not required a particular style. 123 5.3.2 Posts permission granted notices, as needed, for copyrighted material Appendix F - ACRL Information Literacy Competency Standards Table of Contents 1. THE TEST AND HOW IT IS SCORED .......................................................................... 1 2. TEST-TAKER PROFILE .................................................................................................... 3 3. RESULTS BY SAILS SKILL SETS ................................................................................ 4 A. Across the Skill Sets ......................................................................................... 4 B. Within Skill Sets .................................................................................................. 6 4. RESULTS BY ACRL STANDARDS............................................................................... 62 5. APPENDICES A. About Project SAILS.......................................................................................... 75 B. List of Institutions in the All-Institutions Benchmark ........................... 76 C. Test-Taker Profiles for Each Administration ............................................ 79 D. Project SAILS Test Items ................................................................................. 137 E. SAILS Test Item Numbers for Each SAILS Skill Set Subscale and ACRL Standard Subscale.................................................... 186 F. ACRL Information Literacy Competency Standards ............................. 188