Assessment Tools for InformationCompetencyDr. Diane NahlLIS 665 Teaching Information Technology LiteracyLibrary and Inform...
Assessment Philosophy 1.      Assessment is a continuous feedback process aimed         at understanding and improving stu...
The Assessment Mandate       WASC has identified information literacy as both a       learning ability and a competency:  ...
The Assessment Mandate       Through its accreditation process, WASC asks each of its       member institutions of higher ...
Foundations Requirement: UHM       Information Literacy Hallmark       To satisfy the Written Communication requirement, a...
Information Literacy as a   Student Learning Outcome (SLO) Outcomes measure what a student learned in terms of skills acqu...
The Threefold Self inInformation Skills Assessment             • Attitude (affective skills)                o Values, Perc...
Threefold Biological       Mental System              Sensorimotor System                     Identifying, recognizing, ...
Assessment Phases       • Preliminary: Prior to teaching            o Needs assessment, baseline pre-tests and            ...
Formative Assessment       • Concurrent and situated in context       • Process-oriented       • Activity-based       • Pe...
Formative Assessment Types • Worksheets (or other products) for exercises • Real-time Surveys and Polls • Real-time Rating...
Summative Assessment       • End-point assessment       • Retrospective reflection       • Recall-based encoding       • P...
Summative Assessment Types       • Knowledge Tests & Exercises       • Performance Tests & Exercises       • Surveys      ...
Knowledge Tests & Exercises       • Matching       • Multiple Choice       • Checklists, identifying appropriate or releva...
Performance Tests & Exercises        • Hands-on activities           o Worksheets filled-in during activity           o Sc...
Authentic Assessment      Authentic Assessment, e.g., concept mapping, minute       writing, portfolios, logs, journals, ...
Composing Assessment Questions        Avoid bias, leading questions        Avoid yes/no responses        Include open-e...
Outcome Measures &                                                             Evaluation  Questions           All ACS Ou...
Mapping Assessment Itemsto Learning Outcomes Cognitive Outcome: Students will accurately estimate the time it takes to   d...
Mapping Assessment Itemsto Learning Outcomes  Affective Outcome: Students are willing to allocate sufficient time to the  ...
Exercise: Peer-Review of   Active Learning Exercises   •        Teams 1 & 3, Teams 2 & 3; & Teams 4 & 5 meet to           ...
Instructional Sequence Linear document showing the detailed order and       schedule for a session      Each activity is...
Next Week • Ch 6; Burkhardt et al. • Final Draft of Instruction Unit Assessment   documents and forms (Hands-on Exercises,...
Upcoming SlideShare
Loading in...5
×

665 Session6-assessment-workshop-s13

222

Published on

Dr. Diane Nahl
Spring 2013
LIS 665 Teaching Information Technology Literacy
LIS Program
University of Hawaii

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
222
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • LIS 665 Teaching Information Technology Literacy The affective domain governs behavior through myriad affections, including: values, attitudes, likes & dislikes, preferences, interests, self-confidence degree of commitment , sense of accomplishment, conflict, voluntary choice, priorities, goal setting, happiness, joy, frustration, desire for mastery, etc.
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • People must process information through means of our three bio mental systems to receive information and use or discard it. The three biological systems continuously interact.
  • LIS 665 Teaching Information Technology Literacy Self-Evaluation: self-check for review, part of needs assessment Formative: All types : worksheets, workbooks, quizzes, search logs or journals, ratings, open-ended feedback, action exercises, scenarios, rubrics (student or instructor or both) Validates needs assessment Helps identify Provides opportunities to practice Summative: final exam, quiz, post-test, course evaluation Reflect back, sum-up, review, rate and state value of accomplishments in class Have students rate their participation and effort in the process
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy Summative Assessment
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy See p. 24-25 handouts
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy Teach awareness of common errors so learner is forewarned Teach consequences so learner understands the process better Teach the solutions so learners can troubleshoot the inevitable search error, and give them tools to retrieve that information when needed.
  • LIS 665 Teaching Information Technology Literacy
  • LIS 665 Teaching Information Technology Literacy
  • 665 Session6-assessment-workshop-s13

    1. 1. Assessment Tools for InformationCompetencyDr. Diane NahlLIS 665 Teaching Information Technology LiteracyLibrary and Information Science ProgramUniversity of HawaiiSpring 2013
    2. 2. Assessment Philosophy 1. Assessment is a continuous feedback process aimed at understanding and improving student learning. 1. Assessment is designed to enable measuring student learning outcomes (SLOs) to demonstrate and provide evidence of learning. 2. Assessment is a strategic planning tool that enables reporting of progress on short-term and long-term goals and objectives.Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 2
    3. 3. The Assessment Mandate WASC has identified information literacy as both a learning ability and a competency: “These programs also ensure the development of core learning abilities and competencies including, but not limited to, college-level written and oral communication; college-level quantitative skills; information literacy; and the habit of critical analysis of data and argument.” [Italics added] Western Association of Schools & CollegesNahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 3
    4. 4. The Assessment Mandate Through its accreditation process, WASC asks each of its member institutions of higher education to explain how its library contributes to the learning process , specifically to developing student information literacy skills, in addition to providing information services. Western Association of Schools & CollegesNahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 4
    5. 5. Foundations Requirement: UHM Information Literacy Hallmark To satisfy the Written Communication requirement, a course will: Help students develop information literacy by teaching search strategies, critical evaluation of information and sources, and effective selection of information for specific purposes and audiences; teach appropriate ways to incorporate such information, acknowledge sources and provide citations. (2002)Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 5
    6. 6. Information Literacy as a Student Learning Outcome (SLO) Outcomes measure what a student learned in terms of skills acquired (e.g., distinctions between Boolean operators, difference between scholarly and popular information sources, applying Web source evaluation criteria, etc.) or in terms of attitudes acquired or reinforced (preferences and interests, values in information seeking and use, self-efficacy beliefs, ethical uses of information, etc.).Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 6
    7. 7. The Threefold Self inInformation Skills Assessment • Attitude (affective skills) o Values, Perceptions, Preferences, Perseverence o Coping skills, Self-efficacy, Emotional Intelligence (EI) • Knowledge (cognitive skills) o Understanding content and processes o Critical thinking and information evaluation skills • Performance (A-C-S skills) o Applying EI and knowledge in information tasks o Kinesthetic learning activities, noticing skills o Embodied learningNahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 7
    8. 8. Threefold Biological Mental System  Sensorimotor System  Identifying, recognizing, noticing, ignoring, verbalizing, executing, performing, writing, doing  Cognitive System  Interpreting, appraising, planning, comparing, contrasting differentiating, recalling, defining, critically evaluating, problem- solving  Affective System  Coping, evaluating, value-attaching, prioritizing, persevering, regulating, intending, engagingNahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 18
    9. 9. Assessment Phases • Preliminary: Prior to teaching o Needs assessment, baseline pre-tests and questionnaires before instruction • Formative: Concurrent with teaching o During a process or session • Summative: Recollection after teaching o Immediately after a session, specific later time interval, or much later (longitudinal)Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 9
    10. 10. Formative Assessment • Concurrent and situated in context • Process-oriented • Activity-based • Performance assessment • Knowledge assessment • Attitude and perception assessment • Authentic assessmentNahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 10
    11. 11. Formative Assessment Types • Worksheets (or other products) for exercises • Real-time Surveys and Polls • Real-time Rating Scales (Evaluation) • Structured Self-Reports • Real-time Open-ended Feedback • Email, Text Chat, Threaded Discussion • Real-time Rubrics • Minute writing, Muddiest Point, Free Write, Writing to Learn • Creative products (posters, stories, personal accounts)Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 11
    12. 12. Summative Assessment • End-point assessment • Retrospective reflection • Recall-based encoding • Performance assessment • Knowledge assessment • Attitude and perception assessment (session or course evaluation) • Authentic assessment • Creative products (posters, stories, personal accounts)Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 12
    13. 13. Summative Assessment Types • Knowledge Tests & Exercises • Performance Tests & Exercises • Surveys • Interviews • Focus Groups • Post-Rating Scales (Evaluation) • Content Analysis of Open-ended Questions • RubricsNahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 13
    14. 14. Knowledge Tests & Exercises • Matching • Multiple Choice • Checklists, identifying appropriate or relevant elements • Fill-in number, concept words or phrase • Short answer, a sentence or two • Concept maps • Classification, ordering of steps or codes • Criterion-referenced ranking or prioritizing • EssayNahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 14
    15. 15. Performance Tests & Exercises • Hands-on activities o Worksheets filled-in during activity o Screen capture evidence of an activity o Structured self-report forms during activity o Research and search logs & journals • Collaborative exercises o Peer Learning o Problem-Based Learning, Inquiry-Based Learning, Jigsaw, etc. • Portfolios and Presentations • Reflection Exercises • Research AssignmentsNahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 15
    16. 16. Authentic Assessment  Authentic Assessment, e.g., concept mapping, minute writing, portfolios, logs, journals, creative products (e.g., poster, story, personal accounts), rubrics, etc.  Use model student responses to build descriptions and criteria (e.g., LILO rubrics; BID)  Degree to which a skill has been mastered  Description of the elements and levels of performance from low to moderate to high  Establishes criteria enabling students to understand how to improveNahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 16
    17. 17. Composing Assessment Questions  Avoid bias, leading questions  Avoid yes/no responses  Include open-ended responses  Accounted ratings  Please explain your number; Please state why you chose that number  Accounted knowledge  Please explain your answer; Please state why you gave that answerNahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 17
    18. 18. Outcome Measures & Evaluation Questions  All ACS Outcomes must be measured to provide evidence of degree of student learning, and they must be scored (% correct or ideal rating) and include an Answer Key for the instructor  Identify the specific Outcome Measures you will use for each PI and set of ACS Outcomes  Worksheet(s)  Pre-Post quizzes  Poll data  Observation data (classroom or online meetings)  Rating scales and open-ended questions  Rubrics  Include a Session & Instructor(s) Evaluation Form (like course evaluation)Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 18
    19. 19. Mapping Assessment Itemsto Learning Outcomes Cognitive Outcome: Students will accurately estimate the time it takes to do the library research for an assignment. Assessment Item: 1. Once you are in the online catalog, how long do you think it will take to find the call number for the book Tongue Fu? A. A few seconds. B. Less than 2 minutes. C. More than 2 minutes. • Please state why you think it will take that amount of time: See examples in LIS 665 student work on Nahl siteNahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 19
    20. 20. Mapping Assessment Itemsto Learning Outcomes Affective Outcome: Students are willing to allocate sufficient time to the information research activity. Assessment Item: 1.How willing are you to allot the following amounts of time to library research for a 10 page paper? a. 1 hour Gladly Only if I have to Not at all b. 5 hours Gladly Only if I have to Not at all c. 10 hours Gladly Only if I have to Not at all See examples in LIS 665 student work on Nahl siteNahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 20
    21. 21. Exercise: Peer-Review of Active Learning Exercises • Teams 1 & 3, Teams 2 & 3; & Teams 4 & 5 meet to usability test and to audit alignment of active learning exercises, SPIOs and ACS outcomes. o First do an exercise created by one Team, after which do an exercise for the other Team. o Map the hands-on exercise to the Team’s stated outcomes. o Identify the form of evidence it will produce to demonstrate students have learned new knowledge and skills, or completed an assignment to meet specific ACS Outcomes. o Determine whether certain ACS Outcomes are not mapped to an assessment measure (exercise, test, scale, etc.). o Include criteria for passing each Outcome and the form of assessment to be used • Revise exercises based on testing and reviews.Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 21
    22. 22. Instructional Sequence Linear document showing the detailed order and schedule for a session Each activity is marked with time limits Some activities are marked to skip or shorten if needed (classroom settings) Each activity indicates who is teaching, observing, facilitating, time keeping, troubleshooting, etc. (classroom settings) Lists all equipment, materials and items needed in the session and who is bringing what (classroom settings) Includes procedures for capturing data (paper, online, observed)Nahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 22
    23. 23. Next Week • Ch 6; Burkhardt et al. • Final Draft of Instruction Unit Assessment documents and forms (Hands-on Exercises, Ratings, Polls, and Session Evaluation items, etc.) • Draft of Instructional Sequence with time in minutes each portion takes to completeNahl Spring 2013 LIS 665 Teaching Information Technology Literacy Literacy 23
    1. Gostou de algum slide específico?

      Recortar slides é uma maneira fácil de colecionar informações para acessar mais tarde.

    ×