The problem:    UNHEALTHY    INSTRUCTION
An Assessment Diet:planning for healthy instruction                     Kyle Denlinger                      May 4, 2012
Michael Pollan:EAT FOODNOT TOO MUCHMOSTLY PLANTS
Rule 1:EATFOOD
FOOD:MEANINGFUL,PURPOSEFULASSESSMENT
What isMEANINGFUL?
THINGS THATCAME AFTERTHE ACRLSTANDARDS:
GOOGLE            *WIKIPEDIAFACEBOOKTWITTER
GOOGLE            *WIKIPEDIAFACEBOOKTWITTER         *OK, 1998. But still.
THINGS HAVECHANGED!
THINGS HAVECHANGED!  ...have our objectives?
What isPURPOSEFUL?
DONT ASK:    WHATS OURASSESSMENT PIECE?
DO ASK:    WHATS OURASSESSMENT GOAL?
BOTTOM LINE:DOES IT INFORM       ORIS IT JUST FLUFF?
RECAEAT FOOD:          PMEANINGFUL,PURPOSEFULASSESSMENT
Rule 2:NOT TOOMUCH
MODERATION:ONLY WHATWE NEEDTO ASSESS.
WHAT HAPPENSWHEN WE TRYTO ASSESSTOO MUCH:
MOUNTAINSOF DATA
NO TIMEITTO WORK WITH
A D:             IO N      SE       T REC       T RIGH DI       T    IN IN E            TH  M LL TEPS   A SS
FOR EXAMPLE:(SHORT!) PRE/POSTTESTS(FOCUSED!) EXIT SLIPS
WHY NOT TRY:-FOCUSING ON ONE GOAL?-DIVVYING UP OUTCOMES?
BOTTOM LINE: SMALL STEPS    TOWARDITERATIVE CHANGE
RECAMODERATION:    PONLY WHATWE NEEDTO ASSESS.
Rule 3:MOSTLYPLANTS
PLANTS:AUTHENTIC,NOURISHINGASSESSMENTS.
THE LAST TIMESTUDENTS WEREENGAGED BYBUBBLE TESTS?
NEVER
ASSESSMENTIS NOTCASTOR OIL
CONTEXT IS KEYRELEVANT SKILLSLEARNING STYLESPERSONAL INTERESTS
FOR EXAMPLE:-REFLECTIONS/JOURNALS-CHOOSE-YOUR-OWN-EXTRACURRICULARS
BOTTOM LINE:USE MOSTLY THOSE       THAT NURTURE GROWTH
RECAPLANTS:         PAUTHENTIC,NOURISHINGASSESSMENTS.
An Assessment Diet:EAT FOODNOT TOO MUCHMOSTLY PLANTS
Thank you!Questions?
This informed my ideas:Oakleaf, M. (2008). Dangers and opportunities: A conceptual map of information literacyassessment a...
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An Assessment Diet

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A simple plan for creating a library instruction assessment strategy that helps build a healthy instruction program.

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Transcript of "An Assessment Diet"

  1. 1. The problem: UNHEALTHY INSTRUCTION
  2. 2. An Assessment Diet:planning for healthy instruction Kyle Denlinger May 4, 2012
  3. 3. Michael Pollan:EAT FOODNOT TOO MUCHMOSTLY PLANTS
  4. 4. Rule 1:EATFOOD
  5. 5. FOOD:MEANINGFUL,PURPOSEFULASSESSMENT
  6. 6. What isMEANINGFUL?
  7. 7. THINGS THATCAME AFTERTHE ACRLSTANDARDS:
  8. 8. GOOGLE *WIKIPEDIAFACEBOOKTWITTER
  9. 9. GOOGLE *WIKIPEDIAFACEBOOKTWITTER *OK, 1998. But still.
  10. 10. THINGS HAVECHANGED!
  11. 11. THINGS HAVECHANGED! ...have our objectives?
  12. 12. What isPURPOSEFUL?
  13. 13. DONT ASK: WHATS OURASSESSMENT PIECE?
  14. 14. DO ASK: WHATS OURASSESSMENT GOAL?
  15. 15. BOTTOM LINE:DOES IT INFORM ORIS IT JUST FLUFF?
  16. 16. RECAEAT FOOD: PMEANINGFUL,PURPOSEFULASSESSMENT
  17. 17. Rule 2:NOT TOOMUCH
  18. 18. MODERATION:ONLY WHATWE NEEDTO ASSESS.
  19. 19. WHAT HAPPENSWHEN WE TRYTO ASSESSTOO MUCH:
  20. 20. MOUNTAINSOF DATA
  21. 21. NO TIMEITTO WORK WITH
  22. 22. A D: IO N SE T REC T RIGH DI T IN IN E TH M LL TEPS A SS
  23. 23. FOR EXAMPLE:(SHORT!) PRE/POSTTESTS(FOCUSED!) EXIT SLIPS
  24. 24. WHY NOT TRY:-FOCUSING ON ONE GOAL?-DIVVYING UP OUTCOMES?
  25. 25. BOTTOM LINE: SMALL STEPS TOWARDITERATIVE CHANGE
  26. 26. RECAMODERATION: PONLY WHATWE NEEDTO ASSESS.
  27. 27. Rule 3:MOSTLYPLANTS
  28. 28. PLANTS:AUTHENTIC,NOURISHINGASSESSMENTS.
  29. 29. THE LAST TIMESTUDENTS WEREENGAGED BYBUBBLE TESTS?
  30. 30. NEVER
  31. 31. ASSESSMENTIS NOTCASTOR OIL
  32. 32. CONTEXT IS KEYRELEVANT SKILLSLEARNING STYLESPERSONAL INTERESTS
  33. 33. FOR EXAMPLE:-REFLECTIONS/JOURNALS-CHOOSE-YOUR-OWN-EXTRACURRICULARS
  34. 34. BOTTOM LINE:USE MOSTLY THOSE THAT NURTURE GROWTH
  35. 35. RECAPLANTS: PAUTHENTIC,NOURISHINGASSESSMENTS.
  36. 36. An Assessment Diet:EAT FOODNOT TOO MUCHMOSTLY PLANTS
  37. 37. Thank you!Questions?
  38. 38. This informed my ideas:Oakleaf, M. (2008). Dangers and opportunities: A conceptual map of information literacyassessment approaches. portal: Libraries and the Academy, 8(3), 233–254.
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