Spring Libr

1. Assessment 101
By Amy Harris and Jenny Dale,
UNCG Libraries
Spring 2013

2. Your Presenters
Amy Harris Houk, Information Literacy Program
Coordinator and Reference Librarian
Jenny Dale, Coordinator of First-Year Programs
UNC Greensboro University Libraries

3. A Quick Review of Assessment
Two main types: formative and summative
• Formative: formal or informal ongoing
assessments used to improve teaching and
student learning
• Summative: formal assessment used to
determine program effectiveness and/or
student learning

4. What types of assessment do you do
in your work?
A. Formative
B. Summative
C. Both
D. Neither

5. Assessment v. Evaluation
Assessment: formative, process oriented,
measured individually
Evaluation: summative, product oriented,
comparative

6. Characteristics of Classroom
Assessment
Learner-Centered
Teacher-Directed
Mutually Beneficial
Formative
Context-Specific
Ongoing
Rooted in Good Teaching Practice
(Angelo & Cross, 1993)

7. Student Learning Outcomes
• Should be measurable
• Use action verbs (such as Bloom's taxonomy)
• 2-3 SLOs per class session is a good number
• University Libraries' SLOs are here:
http://library.uncg.edu/info/help/Information
_Literacy_learning_outcomes.pdf

8. Which of the following would be the
LEAST measurable SLO?
A. The student will be able to identify the
characteristics of a scholarly article.
B. The student will be able to evaluate a
website for accuracy, authority, bias, and
currency.
C. The student will understand the importance
of research.
D. The student will cite a magazine article using
APA style.

9. Tips for Creating Good
Assessments
• Good learning outcomes is key
• Keep it simple
• Use a combination of multiple-choice and
open-ended questions
• Use assessment as an opportunity to start
classroom discussion

10. Questions or comments so far?
Now, on to the tools!

11. What tools do you use for
assessment?
A. Clickers
B. Polling software
C. Learning management system
D. Paper
E. Other

12. Clickers
Advantages
• Useful for just-in-time
assessment
• Easy to discuss results
in class
• Lots of research
available on impact on
student learning
Disadvantages
• Cost
• "clicker fatigue"

13. For more information about using
Clickers
• Derek Bruff has done extensive research into the
use of clickers: http://derekbruff.org/?cat=122
• CRS bibliography:
http://cft.vanderbilt.edu/docs/classroom-response-
system-clickers-bibliography/
• Chronicle article:
http://chronicle.com/blognetwork/castingoutnines
/2012/04/10/peer-discussion-or-peer-pressure/

14. Google Forms
Advantages
• Available for free
through Google
• Variety of question
types
• Can be embedded
anywhere
• Results are fed into a
Google Spreadsheet
Disadvantages
• Difficult to see results
instantly
• Easy to get carried
away

15. Poll Everywhere
Advantages
• Allows quick polls
without a clicker
• Can use with computer
or phone
• Works with multiple
choice or short answer
questions
• Instant results
Disadvantages
• Free account has some
limitations
• Less useful in
traditional classrooms

16. Let's Try One!
http://tinyurl.com/assess101

17. Blackboard/Other LMS
Advantages
• Survey function allows
for assessment
separate from grades
• Students go there
anyway
• Can be created,
exported and reused
Disadvantages
• Must be course
instructor or added by
course instructor
• No instant feedback

18. Creating a Survey in BB
• Open a class for which you are Instructor, TA,
or Course Builder
• Click on "Quizzes" (left navigational bar)
• Hover over "Create Assessment"
• Click on "Survey"
• Click "Create New Survey"

19. Creating a survey in Moodle
• Survey module
– Very specific types of surveys available
• Use the Feedback module OR the
Questionnaire module to create custom
surveys
– http://docs.moodle.org/23/en/Survey_FAQ
– A core module combining all three of these
modules is planned for future releases

20. No tech options
• One-minute paper / Muddiest point
• Exit ticket
• Paper survey
• Worksheet
• Fist to five
• Voting cards

21. Questions? Suggestions for Other
Helpful Tools?