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Upstairs-downstairs: Working with a campus assessment coordinator and other allies for effective information literacy assessment
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Upstairs-downstairs: Working with a campus assessment coordinator and other allies for effective information literacy assessment

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Guess what -- you don't need to do learning assessment on a 45-minute one-shot presentation. Instruction librarians at Golden Gate University learned this and much more when an Assessment Coordinator …

Guess what -- you don't need to do learning assessment on a 45-minute one-shot presentation. Instruction librarians at Golden Gate University learned this and much more when an Assessment Coordinator arrived to help prepare our school for WASC. Oakleaf & Hinchliffe (2008) identify lack of coordination as one of the barriers librarians face in conducting assessment, and we found that having a smart, committed, and trustworthy coordinator made all the difference to our research project. We leveraged the Assessment Coordinator's expertise to stay focused on a project that produced valid and useful results from an in-depth learning assessment to measure student learning in an English Language Learners program. Our presentation focuses on the people connections that made this assessment work: between librarian collaborators, with students and instructors in the ELL program, and all the way upstairs to our University-wide assessment coordinator. We'll talk about how we designed our assessment and - phew - let go of post-instruction evaluation forms. Participants will get a fresh look at how information literacy assessment can benefit from upstairs-downstairs collaboration (floor plan not included)!

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  • what are we trying to teach? big ideas, tcs






















































  • Transcript

    • 1. UPSTAIRS-DOWNSTAIRS: Working with a campus assessment coordinator and other allies for effective information literacy assessment Amy Hofer, Research Instruction Librarian Margot Hanson, Web Services Librarian Golden Gate University CARL Conference, Sacramento CA, April 9, 2010 Monday, April 12, 2010
    • 2. ASSESSMENT CYCLE OR CIRCULAR FILE? Monday, April 12, 2010
    • 3. GOLDEN GATE UNIVERSITY about us! Monday, April 12, 2010
    • 4. RESEARCH INSTRUCTION Monday, April 12, 2010
    • 5. ACADEMIC CHAMPIONS Monday, April 12, 2010
    • 6. PLUS Preparation in Language & University Studies Monday, April 12, 2010
    • 7. Monday, April 12, 2010
    • 8. PROGRAM EVALUATION Study your program to find out whether it’s meeting your goals Monday, April 12, 2010
    • 9. LEARNING ASSESSMENT Study whether students gained knowledge, skills, and abilities as a result of your instruction Monday, April 12, 2010
    • 10. Monday, April 12, 2010
    • 11. THE OLD SURVEY It’ll be bigger in a minute! Monday, April 12, 2010
    • 12. 1) Will this library instruction session help you with your research assignment for this class? Yes Maybe No Monday, April 12, 2010
    • 13. 2) What did you find valuable about the session? (mark all that apply) Learning about library services Learning about developing keywords Learning how to select relevant resources Learning how to search databases Finding out about online research guides Receiving course-specific handouts Learning about when to cite sources Other, please specify: Monday, April 12, 2010
    • 14. 3)What information received today is still unclear to you? Monday, April 12, 2010
    • 15. 4) What would you have liked to learn that was not covered in this session? Monday, April 12, 2010
    • 16. THE OLD SURVEY ‣ Timing - right after instruction ‣ How can we use this information? Monday, April 12, 2010
    • 17. THE LITERATURE Monday, April 12, 2010
    • 18. OFF TO THE RACES Monday, April 12, 2010
    • 19. Monday, April 12, 2010
    • 20. UPSTAIRS- DOWNSTAIRS Program Evaluation Group and other allies Monday, April 12, 2010
    • 21. LESSONS FROM LISA Identify Study Objectives ‣ For what general purpose is the evaluation being conducted? ‣ What are the specific goals of the study? ‣ Who is the audience for research findings? ‣ What kinds of information are needed to make the decisions you need to make? Monday, April 12, 2010
    • 22. LESSONS FROM LISA What data collection method is appropriate? ‣ Test/Quiz ‣ Focus group interviews ‣ Systematic examination of ‣ Field observations work samples ‣ Secondary data analysis ‣ Survey ‣ Mixed methods ‣ Individual interviews approaches Monday, April 12, 2010
    • 23. OUR AREAS OF INQUIRY ‣ A. Do students identify appropriate sources for their research need? ‣ B. Do students ask a great question that fits the scope of the assignment and requires research and analysis to answer? ‣ C. Do students demonstrate academic integrity by correctly citing sources? ‣ D. Do students use the library’s resources and services as part of the research/writing process? ‣ E. Qualitative info about students Monday, April 12, 2010
    • 24. FOR EXAMPLE: If you have just found 5 sources for your research paper, what is the best next step to take? a. Scan (pre-read) a little bit of what you already have to find out whether you need more information b. Brainstorm new topics in case you want to change your mind c. Search for 5-10 more articles d. Print everything out e. I don’t know Monday, April 12, 2010
    • 25. FOR EXAMPLE: Which of the following topics is a great idea for a research paper? a. How has the Cash for Clunkers stimulus program affected the economic well-being of single mothers who lost their homes in Hurricane Katrina? b. Cancer c. Is communication the key to good management skills? d. Is it ethical to target advertising to very young children in order to build long-term brand loyalty? e. I don’t know Monday, April 12, 2010
    • 26. FOR EXAMPLE: Why should you cite your sources? a. If you don’t cite, you’re stealing somebody else’s words or ideas b. So that your professor can find the source of the information you used c. Because it is the expectation of the academic community that scholars build on the ideas of others d. All of the above e. I don’t know Monday, April 12, 2010
    • 27. FOR EXAMPLE: What is the most important difference between searching for information on Google vs. in the library’s databases? a. Google always gives you the full text of the resource b. Library databases give you access to in-depth information not available on Google c. Google is better because you will always get more hits d. You don’t need to evaluate the information you find in library databases because it is always scholarly e. I don’t know Monday, April 12, 2010
    • 28. Didn't Get It Got It Got It & Ran With It! •Uses a range of formats, including reports, articles and •Uses only one format  •Uses a range of formats, websites including reports, articles and Appropriate •Not relevant or authoritative •Includes resources only available websites Sources •Heavy reliance on one or two •Uses only resources presented from the library, but went beyond You don’t have to read this - sources resources presented in class in class •Sources are relevant and substantive it’s online! •Topic too narrow or too broad •Research question is of •Uses critical thinking and creative approach to topic, which is of appropriate scope for assignment appropriate scope for assignment Topic • Uses report format, as a simple •Includes original analysis •Research question requires Development original analysis statement of facts, missing original •Question can be answered with analysis resources presented in class •Question requires additional sources beyond what was presented in class •Errors in APA formatting •APA correctly and consistently •Incorrect use of paraphrasing, •Consistent APA formatting in- used for in-text and reference list quotations, or summarizing Citation •Quotes are dumped into paper text and reference list citations and not incorporated into analysis • •Citations are distributed evenly Originality report reveals less than 10% exact match throughout paper, contribute to •Originality report reveals analysis, and support conclusions problems with exact matches Monday, April 12, 2010
    • 29. OUR RUBRIC Didn’t get it Got it Got it & ran with it! Monday, April 12, 2010
    • 30. FOR EXAMPLE: Did the student use appropriate sources? ‣ Didn’t get it: Uses only one format; not relevant or authoritative; heavy reliance on one or two sources ‣ Got it: Uses a range of formats, including reports, articles and websites; uses only resources presented in class ‣ Got it & ran with it!: Uses a range of formats, including reports, articles and websites; includes resources only available from the library, but went beyond resources presented in class; sources are relevant and substantive Monday, April 12, 2010
    • 31. PRELIMINARY FINDINGS Monday, April 12, 2010
    • 32. OMG, data! Monday, April 12, 2010
    • 33. Most Improved Players 70% 66% 63% 54% 60% 56% 49% 42% 35% 28% 21% 14% 7% 0% PLUS pretest PLUS posttest Undergrad Monday, April 12, 2010
    • 34. More Detail 40% 35% 30% 25% 20% 15% 10% 5% 0% 0 1 2 3 4 5 6 7 8 9 10 PLUS pretest PLUS posttest Undergrad Monday, April 12, 2010
    • 35. CATEGORICALLY SPEAKING Monday, April 12, 2010
    • 36. Do students identify appropriate sources for their research need? 60% 60% 53% 55% 45% 30% 15% 0% PLUS pretest PLUS posttest Undergrad Monday, April 12, 2010
    • 37. Do students ask a great question that fits the scope of the assignment and requires research and analysis to answer? 63% 63% 57% 53% 47% 32% 16% 0% PLUS pretest PLUS posttest Undergrad Monday, April 12, 2010
    • 38. Do students demonstrate academic integrity by correctly citing sources? 80% 72% 68% 60% 48% 40% 20% 0% PLUS pretest PLUS posttest UG Monday, April 12, 2010
    • 39. Do students use the library’s resources and services as part of the research/writing process? 90% 90% 70% 68% 57% 45% 23% 0% PLUS pretest PLUS posttest UG Monday, April 12, 2010
    • 40. What the student papers told us 11 2 3 10 9 6 8 7 6 7 5 6 4 3 5 2 1 2 2 Appropriate sources Topic development Citation Got it & ran with it! Got it Didn’t get it Monday, April 12, 2010
    • 41. Monday, April 12, 2010
    • 42. Do students know what they know? 20 15 10 5 0 0 1 2 3 4 5 6 7 8 9 10 My skills are excellent My skills are good My skills are fair My skills are poor I don’t know Monday, April 12, 2010
    • 43. ERROR ANALYSIS Monday, April 12, 2010
    • 44. Monday, April 12, 2010
    • 45. Image sources: http://www.flickr.com/photos/seattlemunicipalarchives/2680241972/ http://www.flickr.com/photos/telmo32/2967379555/ http://www.un.org/esa/socdev/unpfii/media/images/UN-LOGO %20copy.jpg http://www.flickr.com/photos/princessashley/1546575032/ http://www.wordle.net http://www.flickr.com/photos/kevinomara/415961040/ http://www.flickr.com/photos/curtisnewton/4089464649/ http://www.flickr.com/photos/gadl/320300354/ http://www.flickr.com/photos/michaelcr/1425130599/ http://www.flickr.com/photos/mcaven/4319012152/ http://www.flickr.com/photos/daikrieg/1294053038/ http://www.uscibooks.com/Taylorposter.jpg http://www.streetsigngenerator.com Monday, April 12, 2010
    • 46. Thank you! Any questions? Amy Hofer Margot Hanson ahofer@ggu.edu mhanson@ggu.edu Monday, April 12, 2010
    • 47. DISCUSSION STARTERS 1. A question from the ILI list: How do you evaluate evidence of critical thinking? 2. If you feel that your current assessment efforts are ineffective, can your group identify institutional or methodological stumbling blocks that you could work on? 3.Do you have a spectacularly successful or unsuccessful assessment experience to share with your group? 4.Are you currently doing assessment that is: program evaluation; learning assessment; satisfaction surveys?  Is it working for you? 5.Do you currently have partners in assessment at your institution? Are there individuals or groups you would like to collaborate with? Monday, April 12, 2010