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Assessing Learning

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Assessing Learning

  1. 1. Instructional Services Librarian 2000-2005 School Librarian 2005-2012
  2. 2. I Never Received an Email Like This at a University
  3. 3. Librarians have used a variety of methods to assess student learning, some of which include pre- and post-tests, citation analysis, and search strategy analyses. Assessment activities were given a great boost in 2000 when ACRL developed its “Information Literacy Competency Standards for Education.” Diller and Phelps, 2008“Learning Outcomes, Portfolios, and Rubrics, Oh My!”
  4. 4. Many librarians excel at formative assessment activities such as one-to-one feedback, miniconferencing, and teachable moments. Summative assessment—giving a grade or points at the end of a project—often asks us to put our heart aside and score with our heads instead. Fontichiaro, 2011“Nudging Toward Inquiry: Summative Assessment”
  5. 5. Summative Assessment Strategies •written feedback • rubrics • checklists •portfolios Fontichiaro, 2011“Nudging Toward Inquiry: Summative Assessment”
  6. 6. How have• information technology• collaboration• professional standards changed this image? The Librarian Giuseppe Arcimboldo
  7. 7. SYNTHESIS
  8. 8. Why We We’ve already written our papers.Need to We just need a few sources to throw in there to meet the Teach requirement.Synthesis Photo credit UBC Library
  9. 9. Many of the students only summarised the scholarly sources specified by their professor’s bibliographic requirements then went on to make assertions about their topics without making any connection to the scholarly literature so carefully accumulated. Rosenblatt, 2010 “They Can Find It, but They Don’t Know What to Do with It:Describing the use of scholarly literature by undergraduate students”
  10. 10. Shouldn’t we, as instructional librarians, be concerned about students’ abilities to use the information they have discovered? Rosenblatt, 2010 “They Can Find It, but They Don’t Know What to Do with It:Describing the use of scholarly literature by undergraduate students”
  11. 11. Time previously spent on ensuring that students practice keyword searching will in future be allocated to modeling the synthesis of disparate sources and to dissecting the work of experts to see the purpose the literature serves in scholarly work. Rosenblatt, 2010 “They Can Find It, but They Don’t Know What to Do with It:Describing the Use of Scholarly Literature by Undergraduate Students”
  12. 12. When are we reaching for the same goal?
  13. 13. agrading tool that describes how an assignment will be assessed. It is a form of criterion-referenced assessment, consisting of criteria that “divide the assignment into its component parts and provide[s] a detailed description of what constitutes acceptable or unacceptable levels of performance for each of those parts” Rubric Definition Rosenblatt, 2010 “They Can Find It, but They Don’t Know What to Do with It:Describing the Use of Scholarly Literature by Undergraduate Students”
  14. 14. Benefits of Rubrics •Makes grading consistent •Students have better understanding of instructors’ expectations •“librarians and their collaborators are forced to reflect on and articulate their instructional goals” Rosenblatt, 2010 “They Can Find It, but They Don’t Know What to Do with It:Describing the Use of Scholarly Literature by Undergraduate Students”
  15. 15. Rubric Concerns • Can be time consuming to create •“Be careful not to bundle criteria together, as this makes scoring along the continuum difficult” Fontichiaro, 2011“Nudging Toward Inquiry: Summative Assessment”
  16. 16. Rubric used by Rosenblatt of Pollak Library to grade students’ use of sources
  17. 17. Finding Sample Rubrics• American Association of Colleges and Universities VALUE Rubrics• Search Merlot for Rubrics for more resources• Kathy Schrock’s Guide for Educators Assessment and Rubric Information
  18. 18. Thanks!Jeanine AkersAssistant Library DirectorSt. Mary’s Episcopal Schooljakers@stmarysschool.orgLinks to resources available at:http://bit.ly/y8WNvo

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