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 ...

"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 Presentation Transcript

  • 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. A little about the classes I teach…Photo courtesy of flickr user taberandrew via a Creative Commons license
  • 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. 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. Students experience active learning opportunity; we get the information we’re afterPhoto courtesy of flickr user tamar weinberg via a Creative Commons license
  • 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. Exercise One:Turning your ResearchQuestion into a Search Strategy Photo courtesy of flickr user pinksherbet via a Creative Commons license
  • 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. Don’t strain youreyes! Refer to packetto read full rubric.
  • 10. Photo courtesy of flickr user the.sprouts via a Creative Commons license
  • 11. Exercise Two:Topic  Discipline  Database  Article (TDDA) Photo courtesy of flickr user pinksherbet via a Creative Commons license
  • 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. 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. Don’t strain youreyes! Refer to packetto read full rubric.
  • 15. Photo courtesy of flickr user the.sprouts via a Creative Commons license
  • 16. The results are in!(Well, some of them). Image courtesy of flickr user blprnt_van via a Creative Commons license
  • 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. - 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. - 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. - 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. - 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. - 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. 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. 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. Down the Road: Future Uses and Applications (for me and for you!) Photo courtesy of Microsoft Office Clip Art
  • 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