Basics of InformationLiteracy AssessmentLauren Pressley & Amanda Click              8AM & 1PM, Tuesday 22 January 2013
(Educational) Assessment • Documenting knowledge • Documenting skills • Documenting attitudes • Documenting beliefs
Start With Your Goals• What do you hope your    students will learn?•   What would you like your    students to do?•   Wha...
SMART Goals Make Good  Learning Outcomes       Specific       Measurable       Attainable       Relevant       Timely
Formative vs. Summative•   Formative is done throughout the learning    process and is diagnostic in nature.    o   For ex...
Objective vs. Subjective•   Objective assessment is based in criteria that    can be measured as right or wrong.    o   Fo...
Sample Strategies  • Post-test  • Rubrics  • Pair/Share  • In class worksheets  • Concept maps  • In class presentations  ...
Assessment vs. Evaluation•   Assessment    o   expected skills are stated explicitly prior to instruction    o   ability o...
Evaluating theTeacher Librarian•   Teacher training in library education•   Why is this important?•   Tools for improving ...
Potential Methods• Plus/Delta• Faculty Feedback• Peer Observations
Questions?      Lauren Pressleylauren@laurenpressley.com       Amanda Click   aclick@live.unc.edu
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Basics of Information Literacy Assessment

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Basics of Information Literacy Assessment

  1. 1. Basics of InformationLiteracy AssessmentLauren Pressley & Amanda Click 8AM & 1PM, Tuesday 22 January 2013
  2. 2. (Educational) Assessment • Documenting knowledge • Documenting skills • Documenting attitudes • Documenting beliefs
  3. 3. Start With Your Goals• What do you hope your students will learn?• What would you like your students to do?• What type of experience do you hope your students will have?
  4. 4. SMART Goals Make Good Learning Outcomes Specific Measurable Attainable Relevant Timely
  5. 5. Formative vs. Summative• Formative is done throughout the learning process and is diagnostic in nature. o For example: asking students to nod if they "get it" o For example: walking around during group work and commenting on progress• Summative is carried out at the end of a unit to measure learning; often tied to a grade. o For example: final assignment o For example: post-test/quiz
  6. 6. Objective vs. Subjective• Objective assessment is based in criteria that can be measured as right or wrong. o For example: multiple choice o For example: matching questions• Subjective assessment is more open ended and requires interpretation by the instructor. o For example: open ended essays o For example: pair/share activities during class
  7. 7. Sample Strategies • Post-test • Rubrics • Pair/Share • In class worksheets • Concept maps • In class presentations • Peer review • Learning logs • Muddiest Point
  8. 8. Assessment vs. Evaluation• Assessment o expected skills are stated explicitly prior to instruction o ability of students to demonstrate these skills or knowledge is then measured following the instruction session to assess effectiveness ·• Evaluation o involves rating the effectiveness and general performance of services, programs, coursesor instructors, in order to identify strengths, weaknesses, and areas for improvement
  9. 9. Evaluating theTeacher Librarian• Teacher training in library education• Why is this important?• Tools for improving teaching o reflection o peer observation o small group analysis
  10. 10. Potential Methods• Plus/Delta• Faculty Feedback• Peer Observations
  11. 11. Questions? Lauren Pressleylauren@laurenpressley.com Amanda Click aclick@live.unc.edu

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