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Haxton assessment #ViCEPHEC17

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Alternative Assessments to Develop Information Literacy poster presented at Variety in Chemistry Education 2017. For more information, see related blog post: http://bit.ly/AltAssess

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Haxton assessment #ViCEPHEC17

  1. 1. Alterna(ve Assessments to Develop Informa(on Literacy Dr Katherine J. Haxton k.j.haxton@keele.ac.uk @kjhaxton School of Chemical and Physical Sciences, Keele University “To be information literate, a person must be able to recognise when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”1 Ensuring our graduates have the ability to evaluate informa(on as being ‘fake’ or ‘authen(c’ seems more important than ever in the An#-Expert Brexit Trumpian Era. Informa(on literacy can be thought of as a key transferrable skill and in it’s development, provide opportunity to gain a wide range of other transferrable skills such as wriLen and oral communica(on, (me management and the ability to interact with other people, a key requirement of RSC accredita(on.2 By selec(ng ‘non-tradi(onal’ assessment formats such as infographics, screencast presenta(ons, magazine ar(cles and group projects, students can develop these skills while researching topics of personal interest as well as relevance to the programme of study. Giving students more control over the topic and nature of assessment can lead to greater engagement with the task and greater aLainment. For more informa+on: bit.ly/AltAssess Further Informa+on: the modular system has been exploited to full advantage to create a sequence of assessments across three years and four semesters to develop wriLen, oral and graphical presenta(on skills, and informa(on literacy. In 1st year, students are encouraged to cri(que their use of informa(on, par(cularly that found online, and engage with scien(fic journal ar(cles. Assessment involves the crea(on of short reports iden(fying and correc(ng incorrect chemical informa(on on the Internet, iden(fying the key components of every day items, an essay wriLen in the style of an Educa(on in Chemistry ar(cle, and a screencast presenta(on. Each assignment builds on the previous, and use of feed-forward is required. A group project in 2nd year includes group presenta(ons and a business-oriented report, then an infographic in 3rd year allows students to engage with key concepts related to their course and focus on summarising informa(on graphically. These assessments follow on from one another with common values around referencing, presenta(on and wri(ng style and show how alterna(ve assessment styles can successfully be embedded throughout a Chemistry Curriculum. References: 1.  American Library Associa(on (ALA) Presiden(al CommiLee on Informa(on Literacy (1989) Online. Available at: hLp://www.ala.org/acrl/publica(ons/whitepapers/presiden(al [Accessed 08/17] 2.  Royal Society of Chemistry Accredita(on Requirements Available at: hLp://www.rsc.org/images/Accredita(on%20criteria%202017- %20update%20july%2017_tcm18-151306.pdf [Accessed 08/17] 3.  Johnston &Webber, 2003. Informa(on literacy in higher educa(on: A review and case study. Studies in Higher Educa(on, 28 (3), 335–352. 4.  Waller & Schultz, 2005, How to Succeed at university in GGEES disciplines. Available at: hLps://www.heacademy.ac.uk/system/files/resources/how_to_succeed_in_gees_0.pdf [Accessed 08/17] *Addi+onal Material: If you’d like to know more about these assignments, please visit: bit.ly/AltAssess Informa+on Literacy Step3,4 Skills Developed Year 1 Year 2 Year 3 Someone was wrong on the internet* What Am I? Infographic* Screencast Presenta+on* Sustainable Chem Magazines Industrial Chem Group Project (Chemistry SME) Infographics* IDENTIFY the need for informa(on and define the type of informa(on that would be most suitable. Analyse the assessment brief The assessment brief (wriLen, or in-person presenta(on, or screencast) outlines the guidelines and marking criteria. Students use this to define the types of informa(on required to complete the task in the required format. LOCATE informa(on using appropriate search engines and specialist databases and screening to determine whether access to the source is available. A common pilall is to exclude older sources, and sources not readily available online. Search strategies Search Engine, textbooks Google Scholar, ChemSpider Google Scholar, Search Engine Google Scholar, Search Engine Search Engine, Web of Science, Google Scholar Web of Science/ Google Scholar Assessing reliability to determine best sources dodgy websites, textbooks journals various various various journals ACQUIRE that informa(on in digital or ‘dead-tree’ format from libraries, online repositories, and publishers Naviga(ng access requirements web publisher websites, ChemSpider EVALUATE the informa(on is essen(al to verify the quality of the source and it’s relevance to the task in hand. Repor(ng Informa(on X X X Summarising informa(on X X X X Cri(quing informa(on X X X Genera(ng New Ideas X X X APPLY the informa(on to complete the task. This includes synthesisng the informa(on into a wriLen output, analysing and represen(ng the informa(on in graphical forms, and using specific sooware to deliver the assigned task. Graphical Presenta(on Skills Chemical Structure Drawing Slides/Visual Aids Figures Slides/Visual Aids Chemical Structure Drawing Oral Presenta(on Skills Individual Group WriLen Presenta(on Skills Report X Magazine ar(cles Report ACKNOWLEDGE the source of the informa(on using an appropriate referencing system. Referencing, aLribu(on, ethical issues Recommended format is the RSC Vancouver style. All images, videos, sounds unless created by the student to be properly acknowledged and awareness of copyright/public domain/crea(ve commons licenses demonstrated

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