Have you ever tried promoting deeper skills in information literacy? This poster will feature the research conducted by a college librarian who collaborated with education faculty to redesign a course assignment to provide formative assessments following their information literacy instruction session. Students located and evaluated scholarly articles reporting on the effectiveness of one teaching practice. While searching for a scholarly article, students recorded screencasts of computer actions as they navigated the library databases and verbalized their thinking while they searched. The faculty and librarian rated students' skills in finding articles, properly citing sources, and verbalizing thinking. The librarian and faculty member then responded by offering prompt, remedial training to students who struggled with finding articles, citations, or explaining reasoning of information literacy. Among other results, the study revealed that the formative assessments were predictive of success or growth. The researchers found a strong correlation between students’ self-efficacy for information literacy and with their demonstrated ability to record correct citations. Skills demonstrated through the screencast predicted performance outcomes. Overall scores in the three combined skills of finding articles, recording accurate citations, and verbalizing thinking explained 32% of the variance in gains in self-efficacy for Evidence-Based Solutions. Adding a layer of formative assessment provided an opportunity to catch struggling students early in the research and writing process, allowing time to meet with students and remediate skills. While this resulted in stronger grades and less incidents of plagiarism, it also seemed to reduce student stress in learning a discipline-specific skill.