Using Quick Assessment Methods to GenerateMeaningful Data from One-Shot Instruction SessionsLaura W. GariepyVirginia Commo...
A little about the                                                                           classes I teach…Photo courtes...
Overview•   Developed exercise(s) to assess student    learning based on specific learning    outcomes•   Developed analyt...
Why this approach?•   Authentic assessment: assesses    artifacts of learning•   Rubrics utilize descriptive criteria to  ...
Students                                                                               experience                         ...
Plug: Megan Oakleaf and RAILS•    Assistant Professor at iSchool at     Syracuse University•    Information Literacy Instr...
Exercise One:Turning your ResearchQuestion into a Search       Strategy         Photo courtesy of flickr user pinksherbet ...
Learning Outcome:     Students will be able todevelop a topic-relevant search strategy related to a research   question in...
Don’t strain youreyes! Refer to packetto read full rubric.
Photo courtesy of flickr user the.sprouts via a Creative Commons license
Exercise Two:Topic  Discipline  Database  Article       (TDDA)        Photo courtesy of flickr user pinksherbet via a C...
Learning Outcome One:Students will be able to distinguish  between multidisciplinary and  discipline specific databases in...
Learning Outcome Two: Students will be able to locate articles in library  databases in order to investigate and refine a ...
Don’t strain youreyes! Refer to packetto read full rubric.
Photo courtesy of flickr user the.sprouts via a Creative Commons license
The results are in!(Well, some of them).              Image courtesy of flickr user blprnt_van via a Creative Commons lice...
-   Assessment complete for 10 sections of UNIV    200 (about half)-   227 students had the opportunity to complete    and...
-   Average scores were significantly    higher for TDDA than Search    Strategy:     - 60% avg score for Search Strategy ...
-   Differences in exercises completed in    class versus either before or after class:      - Big difference in percent o...
-   Search Strategy Exercise: In class vs. Outside of class      - Percentage turned in:         - In class: 95%         -...
-   TDDA Exercise: In class vs. Outside of class      - Percentage turned in:        - In class: 91%        - Outside clas...
-   Problem Spots      - Search Strategy Exercise:         - Criteria D: Truncation         - Average score of only 21%   ...
Benefits•   Exercises    encouraged    student learning•   Rubrics are good    for assessing    complex answers    as obje...
Challenges:•    Time•    Articulating     everything•    May or may not     focus on     retention•    In one-shots,     y...
Down the Road: Future Uses and Applications              (for me and for you!)                                      Photo ...
Questions?           Laura W. Gariepy            Questions?          lwgariepy@vcu.edu                 (For references, vi...
2011 Virginia Library Association Conference
2011 Virginia Library Association Conference
2011 Virginia Library Association Conference
2011 Virginia Library Association Conference
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2011 Virginia Library Association Conference

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"Using Quick Classroom Assessment Methods to Generate Meaningful Data from One-Shot Instruction Sessions." In retrospect, probably should have titled this something along the lines of "Using Rubric-based Assessment in One-Shot Instructions Sessions."

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2011 Virginia Library Association Conference

  1. 1. Using Quick Assessment Methods to GenerateMeaningful Data from One-Shot Instruction SessionsLaura W. GariepyVirginia Commonwealth University Photo courtesy of Microsoft Office Clip Art
  2. 2. A little about the classes I teach…Photo courtesy of flickr user taberandrew via a Creative Commons license
  3. 3. Overview• Developed exercise(s) to assess student learning based on specific learning outcomes• Developed analytic rubrics to assess student responses (Wiggins, 1998)• Administered exercises to students before, during, or after classes• Assessed student responses (ongoing) Photo courtesy of flickr user pinksherbet via a Creative Commons license
  4. 4. Why this approach?• Authentic assessment: assesses artifacts of learning• Rubrics utilize descriptive criteria to assess complex student answers in manageable chunks (Oakleaf, 2009)• Mutually beneficial for students and for me Photo courtesy of flickr user pinksherbet via a Creative Commons license
  5. 5. Students experience active learning opportunity; we get the information we’re afterPhoto courtesy of flickr user tamar weinberg via a Creative Commons license
  6. 6. Plug: Megan Oakleaf and RAILS• Assistant Professor at iSchool at Syracuse University• Information Literacy Instruction and Assessment• Founded Rubric Assessment of Information Literacy Skills (RAILS): www.railsontrack.info• Suggested reading included in packet
  7. 7. Exercise One:Turning your ResearchQuestion into a Search Strategy Photo courtesy of flickr user pinksherbet via a Creative Commons license
  8. 8. Learning Outcome: Students will be able todevelop a topic-relevant search strategy related to a research question in order to search library resources effectively. Photo courtesy of flickr user pinksherbet via a Creative Commons license
  9. 9. Don’t strain youreyes! Refer to packetto read full rubric.
  10. 10. Photo courtesy of flickr user the.sprouts via a Creative Commons license
  11. 11. Exercise Two:Topic  Discipline  Database  Article (TDDA) Photo courtesy of flickr user pinksherbet via a Creative Commons license
  12. 12. Learning Outcome One:Students will be able to distinguish between multidisciplinary and discipline specific databases in order to select most appropriate resources and maximize relevant results. Photo courtesy of flickr user pinksherbet via a Creative Commons license
  13. 13. Learning Outcome Two: Students will be able to locate articles in library databases in order to investigate and refine a research question. Photo courtesy of flickr user pinksherbet via a Creative Commons license
  14. 14. Don’t strain youreyes! Refer to packetto read full rubric.
  15. 15. Photo courtesy of flickr user the.sprouts via a Creative Commons license
  16. 16. The results are in!(Well, some of them). Image courtesy of flickr user blprnt_van via a Creative Commons license
  17. 17. - Assessment complete for 10 sections of UNIV 200 (about half)- 227 students had the opportunity to complete and turn in both exercises- 176 (78%) turned in Search Strategy Exercise- 177 (78%) turned in TDDA Exercise Image courtesy of flickr user blprnt_van via a Creative Commons license; modified by lwgariepy
  18. 18. - Average scores were significantly higher for TDDA than Search Strategy: - 60% avg score for Search Strategy - 78% avg score for TDDA Image courtesy of flickr user blprnt_van via a Creative Commons license; modified by lwgariepy
  19. 19. - Differences in exercises completed in class versus either before or after class: - Big difference in percent of exercises completed - Almost no difference in average scores Image courtesy of flickr user blprnt_van via a Creative Commons license; modified by lwgariepy
  20. 20. - Search Strategy Exercise: In class vs. Outside of class - Percentage turned in: - In class: 95% - Outside (before) class: 65% - Differences in average scores: - In class: 61% - Outside (before) class: 60% Image courtesy of flickr user blprnt_van via a Creative Commons license; modified by lwgariepy
  21. 21. - TDDA Exercise: In class vs. Outside of class - Percentage turned in: - In class: 91% - Outside class (homework): 59% - Differences in average scores: - In class: 78% - Outside class (homework): 76% Image courtesy of flickr user blprnt_van via a Creative Commons license; modified by lwgariepy
  22. 22. - Problem Spots - Search Strategy Exercise: - Criteria D: Truncation - Average score of only 21% - TDDA Exercise: - Criteria C: Discipline-specific Databases - Average score of 61% Image courtesy of flickr user blprnt_van via a Creative Commons license; modified by lwgariepy
  23. 23. Benefits• Exercises encouraged student learning• Rubrics are good for assessing complex answers as objectively as possible• Flexible• Rich data Photo courtesy of Microsoft Office Clip Art
  24. 24. Challenges:• Time• Articulating everything• May or may not focus on retention• In one-shots, you lose some of the advantages of rubrics Image courtesy of flickr user seandalai via a Creative Commons license
  25. 25. Down the Road: Future Uses and Applications (for me and for you!) Photo courtesy of Microsoft Office Clip Art
  26. 26. Questions? Laura W. Gariepy Questions? lwgariepy@vcu.edu (For references, visit http://bit.ly/VLA2011gariepy) Classroom Assessment + Teaching / LearningImage courtesy of flickr user woodleywonderworks via a Creative Commons license

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