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How to Improve Library Instruction: Assessment in Five Minutes


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Webinar presented on January 10, 2013 for the American Library Association

How to Improve Library Instruction: Assessment in Five Minutes

  1. 1. How to Improve Your LibraryInstruction: Assessment in Five Minutes Sarah Steiner January 10, 2013
  2. 2. During Today’s Class, We Will…• Analyze the purpose and benefits of quick assessment in one-shot instruction sessions.• Draft learning outcomes for a session using Bloom’s Taxonomy.• Compose assessment questions based on our learning outcomes.• Select appropriate assessment tools based on your instruction goals and population.
  3. 3. Our Focus• Classroom assessment (versus programmatic or institutional)• Fast and free assessment tools – Polls – Quizzes/Questionnaires – Minute papers
  4. 4. What Can Quick Classroom Assessment Do?• It can identify instructional gaps or disconnects.• It can help you determine how you spend class time.• It can build your confidence.• It can provide evidence of efficacy and impact.• It should be a basis for change.
  5. 5. What Should I Assess?• To assess: – Comprehension – Retention – Achievement of learning outcomes• Not to assess: – Your personal shortcomings – Your speaking mistakes – Your hairstyle – Random things
  6. 6. Have you ever written learning objectives or outcomes? • Nope, not yet. • Yes, a few times. • Yes, regularly. • I’m not sure.
  7. 7. Learning Outcomes“A Learning Outcome is a statement of whatthe student should understand and be able todo as a result of what she has learned ... ‘theessential and enduringknowledge, abilities, and attitudes ordispositions’ that enable a learner to practiceand apply her learning in the real world.” -Valencia Community College
  8. 8. A Good Learning Outcome Will…• Identify the audience.• Set a time frame and a context.• Be jargon-free.• Be measurable.• Be action-oriented.• Be brief.• Be linked to learner needs.
  9. 9. Determine the Class Priorities• Choose three to five – What must the students accomplish? – What must they know in order to accomplish it? – What do they already know/find obvious?
  10. 10. Write the Learning Outcomes Stem + Verb + Product/Outcome
  11. 11. StemBy the end of this class, you will be able to…
  12. 12. Verb: Bloom’s Taxonomy
  13. 13. Choose Verbs: KnowledgeStudents will… define, describe, identify, know, label, list, match, na me, outline, recall, recognize, reproduce, select, stat e
  14. 14. Choose Verbs: ComprehensionStudents will… comprehend, convert, defend, distinguish, estimate, explain, extend, generalize, give an example, infer, interpret, paraphrase, predict, rewrit e, summarize, translate
  15. 15. Choose Verbs: ApplicationStudents will… apply, change, compute, construct, demonstrate, dis cover, manipulate, modify, operate, predict, prepare , produce, relate, show, solve, use
  16. 16. Choose Verbs: AnalysisStudents will… analyze, break down, compare, contrast, diagram, deconstruct, diffe rentiate, discriminate, distinguish, identify, illustrate, infer, outline, relate, select, separate
  17. 17. Choose Verbs: SynthesisStudents will… categorize, combine, compile, compose, create, devis e, design, explain, generate, modify, organize, plan, r earrange, reconstruct, relate, reorganize, revise, rewr ite, summarize, tell, write
  18. 18. Choose Verbs: EvaluationStudents will… appraise, compare, conclude, contrast, criticize, criti que, defend, describe, discriminate, evaluate, explai n, interpret, justify, relate, summarize, support
  19. 19. Add Product or OutcomeWhat do they need? • A book on their topic • A thesis statement • Keyword search strategies (basic or advanced)What is the context? • A class assignment • A real-world scenario
  20. 20. All Together Now!Stem + Verb + Product/OutcomeBy the end of this class, you will be able toidentify a scholarly source.By the end of this session, you will be ableto locate books on your paper topic in thelibrary using the online catalog, GILFind.
  21. 21. What’s Wrong Here?Today I’ll talk about… 1. The library website. 2. Database searching for peer-reviewed journals using boolean logic and the thesaurus. 3. How you can search the catalog, search the databases, and use ILL.
  22. 22. Question Time
  23. 23. Have you ever assessedstudents’ achievement of pre- set learning outcomes? • Nope, not yet. • Yes, a few times. • Yes, regularly. • I’m not sure.
  24. 24. Today’s Assessment Tools• Polls• Quizzes (pre and post or post only)• Minute papers
  25. 25. Polls
  26. 26. Poll Example Questions• How many of you have had a library instruction class here before?• Is this an article or a journal?• Is this source peer-reviewed? / Is this source scholarly or popular?• Who is the author of this book?• Are you confused about topic x?
  27. 27. Quizzes
  28. 28. Quiz Example Questions
  29. 29. The Good, the Bad, the Ugly
  30. 30. Minute Papers
  31. 31. Minute Paper Example Questions
  32. 32. Best Practices for Question Drafting• Convert your learning outcomes to questions.• Include three to five “meaty” questions, two or three general questions.• Avoid overly easy or “all of the above” answers.• Avoid nebulous or complicated questions.• Work in terminology to ensure it’s understood.
  33. 33. Best Practices for Question Drafting• Get a reviewer.• If at first you don’t succeed….More help with constructing questions:
  34. 34. Review Responses• On the spot? Yes!• Look for… • Percentage of correct answers. • Trends in missed answers. • What to change next time.• Keep your chin up.
  35. 35. Verbal Setup
  36. 36. Survey and Poll Tools• SurveyMonkey:• Poll Daddy:• Poll Everywhere:• Google Forms:
  37. 37. SurveyMonkey
  38. 38. PollDaddy
  39. 39. Poll Everywhere
  40. 40. Google Forms
  41. 41. Review• Write learning outcomes.• Base your questions on the outcomes and on your needs.• Review and reflect on the answers you get.
  42. 42. Thank you!Contact me at
  43. 43. Other Resources• “Bloom’s Taxonomy of Cognitive Domain.”• Educational Oasis, “Framework of Learning Outcomes.”• London Deanery, “Setting Learning Objectives.” objectives• Penn State, “Writing Effective Questions to Promote Learning.”• Utah State University Library, “Assessment.”• “Virginia Tech Instruction Clearinghouse.”