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Assessment Ct
 

Assessment Ct

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Assessment Ct Assessment Ct Presentation Transcript

  • Assessment of IL
    • Albert K. Boekhorst
    • Universiteit van Amsterdam
    • University of Pretoria
    • Tallinn University
  • Definition
    • Assessment is a process of gathering and documenting information about the achievement, skills, abilities, and personality variables of an individual.
  • Description
    • Assessment is used in both an educational and psychological setting by teachers, psychologists, and counselors to accomplish a range of objectives.
  • These include the following:
    • to learn more about the competencies and deficiencies of the individual being tested
    • to identify specific problem areas and/or needs
    • to evaluate the individual's performance in relation to others
    • to evaluate the individual's performance in relation to a set of standards or goals
    • to provide teachers with feedback on effectiveness of instruction
    • to evaluate the impact of psychological or neurological abnormalities on learning and behavior
    • to predict an individual's aptitudes or future capabilities
  • Modes of assessment
    • Expert assessment
    • Self assessment
    • Peer assessment
  • Types
    • Formative and summative
    • Objective and subjective
    • Referencing:
      • criterion-referenced
      • norm-referenced
      • ipsative
    • Informal and formal
  • Summative and Formative
    • Summative assessment
      • generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade.
    • Formative assessment
      • generally carried out throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes.
    • http://www.reference.com/search?q=assessment
    • http://en.wikipedia.org/wiki/Assessment
  • Instruments
    • (digital) portfolio
    • assessment / development center
    • Overall test
    • Criterium oriented interview
    • Competence test
    • Assessment talk
    • (Dochy en Nickmans 2005)
  • What do you need?
    • Standards – norms
    • ALA / ISLMA Information Literacy Standards for Student Learning
      • http://21cif.imsa.edu/resources/materials/survey/standards/alastandards.htm
      • http:// www.ala.org / ala / aasl / aaslproftools / informationpower / InformationLiteracyStandards _ final.pdf
    • ACRL
      • http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm
  • ALA
    • Levels of Proficiency items for the indicators within each standard
    • In Information Power: Building Partnerships for Learning:
      • Standards in Action that provide examples of potential situations requiring information literacy for each standard
      • Examples of Content-Area Standards for each standard
    • ISBN-13: 978-0-8389-3470-8 ISBN-10: 0-8389-3470-6 © 1998
    • Price: $35.00 224 pages
  • ALA 3 Categories
    • Information Literacy
    • Independent Learning
    • Social Responsibility
  • Category I: Information Literacy
    • Standard 1: The student who is information literate accesses information efficiently and effectively.
    • Standard 2: The student who is information literate evaluates information critically and competently.
    • Standard 3: The student who is information literate uses information accurately and creatively.
  • Category II: Independent Learning
    • Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
    • Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
    • Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
  • Category III: Social Responsibility
    • Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
    • Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
    • Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
  • Standard 1 Indicators
    • Indicator 1. Recognizes the need for information
    • Indicator 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making
    • Indicator 3. Formulates questions based on information needs
    • Indicator 4. Identifies a variety of potential sources of information
    • Indicator 5. Develops and uses successful strategies for locating information
  • ACRL
    • 5 Competency Standards
      • Performance Indicators
        • Outcomes:
  • ACRL Competency Standards
    • 1: The information literate student determines the extent of the information neede
    • 2: The information literate student accesses needed information effectively and efficiently
    • 3: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system
    • 4: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose
    • 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
  • Competency Standard One:
    • The information literate student determines the extent of the information needed. Performance Indicator 1: The information literate student defines and articulates the need for information.
    • Outcomes include: 1.1.c. Explores general information sources to increase familiarity with the topic
      • Describes the difference between general and subject-specific information sources.
      • 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).
  • Standard One
    • The information literate student determines the nature and extent of the information needed.
    • Performance Indicators:
      • The information literate student defines and articulates the need for information.
    • Outcomes Include:
      • Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need
      • Develops a thesis statement and formulates questions based on the information need
      • Explores general information sources to increase familiarity with the topic
      • Defines or modifies the information need to achieve a manageable focus
      • Identifies key concepts and terms that describe the information need
      • Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information
  • Team
    • Stakeholders
      • Management institute/school
      • Teachers
      • ‘ Librarians’
      • ICT staff
    • Start with small team of ‘sympathetics’
  •  
  • Period
    • Standards after each year
    • Standards after a phase
    • End terms
  • Result
    • Matrix
      • Items
      • Responsabel persons
      • Priority list
  • Next step
    • Put the matrix on the ‘teaching’ scheme of the ‘group’ and individual ‘teacher’, librarian etc….
  • Tests and Surveys
    • UCLA's Information Competencies Survey
    • Cal Poly Pomona "Information Competence Assessment: Web-Based Assessment of University entry-Level Information Competency"
    • UC Berkeley Teaching Library Information Literacy Survey
    • University of Charleston, West Virginia Basic Skills Survey
    • Information Literacy Assessment, T Smalley Cabrillo College
    • Wartburg College Information Literacy Assessment
    • James Madison University - "Go For the Gold": A web-based program for developing information literacy skills that culminates in the Information-Seeking Skills Test . The outline of a presentation on developing this test can be found here (Word document).
    • http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitresources/infolitinaction/iltestssurveys.cfm
  • Exercise
    • Make groups
    • Fill out a matrix for Standard 3
  • Questions?
    • [email_address]