UPSTAIRS-DOWNSTAIRS:
      Working with a campus assessment coordinator and
     other allies for effective information li...
ASSESSMENT CYCLE OR CIRCULAR FILE?




Monday, April 12, 2010
GOLDEN
             GATE
           UNIVERSITY
                         about us!




Monday, April 12, 2010
RESEARCH INSTRUCTION
Monday, April 12, 2010
ACADEMIC CHAMPIONS
Monday, April 12, 2010
PLUS
              Preparation in Language & University Studies

Monday, April 12, 2010
Monday, April 12, 2010
PROGRAM EVALUATION
     Study your program to find out whether it’s meeting your goals




Monday, April 12, 2010
LEARNING ASSESSMENT
      Study whether students gained knowledge, skills, and abilities as
                       a resul...
Monday, April 12, 2010
THE OLD
                   SURVEY
           It’ll be bigger in a minute!




Monday, April 12, 2010
1) Will this library instruction
    session help you with your
    research assignment for this class?

                 ...
2) What did you find valuable about
    the session? (mark all that apply)
                         Learning about library ...
3)What information received
    today is still unclear to you?



Monday, April 12, 2010
4) What would you have liked to
    learn that was not covered in this
    session?



Monday, April 12, 2010
THE OLD
                   SURVEY
    ‣ Timing    - right after
        instruction
    ‣ How      can we use
        this...
THE LITERATURE
Monday, April 12, 2010
OFF TO THE RACES
Monday, April 12, 2010
Monday, April 12, 2010
UPSTAIRS-
    DOWNSTAIRS
        Program Evaluation Group
             and other allies




Monday, April 12, 2010
LESSONS FROM LISA
                                 Identify Study Objectives

                   ‣     For what general pu...
LESSONS FROM LISA
           What data collection method is appropriate?
         ‣   Test/Quiz                   ‣   Focu...
OUR AREAS OF INQUIRY
    ‣ A. Do   students identify appropriate sources for their
        research need?

    ‣ B. Do   s...
FOR EXAMPLE:

          If you have just found 5 sources for your research paper,
          what is the best next step to ...
FOR EXAMPLE:
          Which of the following topics is a great idea for a
          research paper?

        a. How has t...
FOR EXAMPLE:
          Why should you cite your sources?

        a. If you don’t cite, you’re stealing somebody else’s wo...
FOR EXAMPLE:
         What is the most important difference between searching
         for information on Google vs. in th...
Didn't Get It                          Got It                   Got It & Ran With It!

                                   ...
OUR RUBRIC


        Didn’t get it
                          Got it
                              Got it & ran with it!

M...
FOR EXAMPLE:
    Did the student use appropriate sources?

    ‣   Didn’t get it: Uses only one format; not relevant or
  ...
PRELIMINARY FINDINGS




Monday, April 12, 2010
OMG, data!




Monday, April 12, 2010
Most Improved Players
                                                                          70%
                      ...
More Detail
       40%

       35%

       30%

       25%

       20%

       15%

       10%

         5%

         0%
 ...
CATEGORICALLY SPEAKING




Monday, April 12, 2010
Do students identify appropriate sources for their
                         research need?
                               ...
Do students ask a great question that fits the scope of the
assignment and requires research and analysis to answer?
      ...
Do students demonstrate academic integrity by
                     correctly citing sources?
                             ...
Do students use the library’s resources and services as part of
                 the research/writing process?
           ...
What the student papers told us
                                                                        11
               ...
Monday, April 12, 2010
Do students know what they know?
                                                                    20

                 ...
ERROR
                 ANALYSIS




Monday, April 12, 2010
Monday, April 12, 2010
Image sources:
 http://www.flickr.com/photos/seattlemunicipalarchives/2680241972/
 http://www.flickr.com/photos/telmo32/2967...
Thank you!
                                 Any questions?




                           Amy Hofer        Margot Hanson
 ...
DISCUSSION STARTERS
    1. A question from the ILI list: How do you evaluate evidence of critical
      thinking?

    2. ...
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Upstairs-downstairs: Working with a campus assessment coordinator and other allies for effective information literacy assessment

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Guess what -- you don't need to do learning assessment on a 45-minute one-shot presentation. Instruction librarians at Golden Gate University learned this and much more when an Assessment Coordinator arrived to help prepare our school for WASC. Oakleaf & Hinchliffe (2008) identify lack of coordination as one of the barriers librarians face in conducting assessment, and we found that having a smart, committed, and trustworthy coordinator made all the difference to our research project. We leveraged the Assessment Coordinator's expertise to stay focused on a project that produced valid and useful results from an in-depth learning assessment to measure student learning in an English Language Learners program. Our presentation focuses on the people connections that made this assessment work: between librarian collaborators, with students and instructors in the ELL program, and all the way upstairs to our University-wide assessment coordinator. We'll talk about how we designed our assessment and - phew - let go of post-instruction evaluation forms. Participants will get a fresh look at how information literacy assessment can benefit from upstairs-downstairs collaboration (floor plan not included)!

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  • what are we trying to teach? big ideas, tcs






















































  • Upstairs-downstairs: Working with a campus assessment coordinator and other allies for effective information literacy assessment

    1. 1. UPSTAIRS-DOWNSTAIRS: Working with a campus assessment coordinator and other allies for effective information literacy assessment Amy Hofer, Research Instruction Librarian Margot Hanson, Web Services Librarian Golden Gate University CARL Conference, Sacramento CA, April 9, 2010 Monday, April 12, 2010
    2. 2. ASSESSMENT CYCLE OR CIRCULAR FILE? Monday, April 12, 2010
    3. 3. GOLDEN GATE UNIVERSITY about us! Monday, April 12, 2010
    4. 4. RESEARCH INSTRUCTION Monday, April 12, 2010
    5. 5. ACADEMIC CHAMPIONS Monday, April 12, 2010
    6. 6. PLUS Preparation in Language & University Studies Monday, April 12, 2010
    7. 7. Monday, April 12, 2010
    8. 8. PROGRAM EVALUATION Study your program to find out whether it’s meeting your goals Monday, April 12, 2010
    9. 9. LEARNING ASSESSMENT Study whether students gained knowledge, skills, and abilities as a result of your instruction Monday, April 12, 2010
    10. 10. Monday, April 12, 2010
    11. 11. THE OLD SURVEY It’ll be bigger in a minute! Monday, April 12, 2010
    12. 12. 1) Will this library instruction session help you with your research assignment for this class? Yes Maybe No Monday, April 12, 2010
    13. 13. 2) What did you find valuable about the session? (mark all that apply) Learning about library services Learning about developing keywords Learning how to select relevant resources Learning how to search databases Finding out about online research guides Receiving course-specific handouts Learning about when to cite sources Other, please specify: Monday, April 12, 2010
    14. 14. 3)What information received today is still unclear to you? Monday, April 12, 2010
    15. 15. 4) What would you have liked to learn that was not covered in this session? Monday, April 12, 2010
    16. 16. THE OLD SURVEY ‣ Timing - right after instruction ‣ How can we use this information? Monday, April 12, 2010
    17. 17. THE LITERATURE Monday, April 12, 2010
    18. 18. OFF TO THE RACES Monday, April 12, 2010
    19. 19. Monday, April 12, 2010
    20. 20. UPSTAIRS- DOWNSTAIRS Program Evaluation Group and other allies Monday, April 12, 2010
    21. 21. LESSONS FROM LISA Identify Study Objectives ‣ For what general purpose is the evaluation being conducted? ‣ What are the specific goals of the study? ‣ Who is the audience for research findings? ‣ What kinds of information are needed to make the decisions you need to make? Monday, April 12, 2010
    22. 22. LESSONS FROM LISA What data collection method is appropriate? ‣ Test/Quiz ‣ Focus group interviews ‣ Systematic examination of ‣ Field observations work samples ‣ Secondary data analysis ‣ Survey ‣ Mixed methods ‣ Individual interviews approaches Monday, April 12, 2010
    23. 23. OUR AREAS OF INQUIRY ‣ A. Do students identify appropriate sources for their research need? ‣ B. Do students ask a great question that fits the scope of the assignment and requires research and analysis to answer? ‣ C. Do students demonstrate academic integrity by correctly citing sources? ‣ D. Do students use the library’s resources and services as part of the research/writing process? ‣ E. Qualitative info about students Monday, April 12, 2010
    24. 24. FOR EXAMPLE: If you have just found 5 sources for your research paper, what is the best next step to take? a. Scan (pre-read) a little bit of what you already have to find out whether you need more information b. Brainstorm new topics in case you want to change your mind c. Search for 5-10 more articles d. Print everything out e. I don’t know Monday, April 12, 2010
    25. 25. FOR EXAMPLE: Which of the following topics is a great idea for a research paper? a. How has the Cash for Clunkers stimulus program affected the economic well-being of single mothers who lost their homes in Hurricane Katrina? b. Cancer c. Is communication the key to good management skills? d. Is it ethical to target advertising to very young children in order to build long-term brand loyalty? e. I don’t know Monday, April 12, 2010
    26. 26. FOR EXAMPLE: Why should you cite your sources? a. If you don’t cite, you’re stealing somebody else’s words or ideas b. So that your professor can find the source of the information you used c. Because it is the expectation of the academic community that scholars build on the ideas of others d. All of the above e. I don’t know Monday, April 12, 2010
    27. 27. FOR EXAMPLE: What is the most important difference between searching for information on Google vs. in the library’s databases? a. Google always gives you the full text of the resource b. Library databases give you access to in-depth information not available on Google c. Google is better because you will always get more hits d. You don’t need to evaluate the information you find in library databases because it is always scholarly e. I don’t know Monday, April 12, 2010
    28. 28. Didn't Get It Got It Got It & Ran With It! •Uses a range of formats, including reports, articles and •Uses only one format  •Uses a range of formats, websites including reports, articles and Appropriate •Not relevant or authoritative •Includes resources only available websites Sources •Heavy reliance on one or two •Uses only resources presented from the library, but went beyond You don’t have to read this - sources resources presented in class in class •Sources are relevant and substantive it’s online! •Topic too narrow or too broad •Research question is of •Uses critical thinking and creative approach to topic, which is of appropriate scope for assignment appropriate scope for assignment Topic • Uses report format, as a simple •Includes original analysis •Research question requires Development original analysis statement of facts, missing original •Question can be answered with analysis resources presented in class •Question requires additional sources beyond what was presented in class •Errors in APA formatting •APA correctly and consistently •Incorrect use of paraphrasing, •Consistent APA formatting in- used for in-text and reference list quotations, or summarizing Citation •Quotes are dumped into paper text and reference list citations and not incorporated into analysis • •Citations are distributed evenly Originality report reveals less than 10% exact match throughout paper, contribute to •Originality report reveals analysis, and support conclusions problems with exact matches Monday, April 12, 2010
    29. 29. OUR RUBRIC Didn’t get it Got it Got it & ran with it! Monday, April 12, 2010
    30. 30. FOR EXAMPLE: Did the student use appropriate sources? ‣ Didn’t get it: Uses only one format; not relevant or authoritative; heavy reliance on one or two sources ‣ Got it: Uses a range of formats, including reports, articles and websites; uses only resources presented in class ‣ Got it & ran with it!: Uses a range of formats, including reports, articles and websites; includes resources only available from the library, but went beyond resources presented in class; sources are relevant and substantive Monday, April 12, 2010
    31. 31. PRELIMINARY FINDINGS Monday, April 12, 2010
    32. 32. OMG, data! Monday, April 12, 2010
    33. 33. Most Improved Players 70% 66% 63% 54% 60% 56% 49% 42% 35% 28% 21% 14% 7% 0% PLUS pretest PLUS posttest Undergrad Monday, April 12, 2010
    34. 34. More Detail 40% 35% 30% 25% 20% 15% 10% 5% 0% 0 1 2 3 4 5 6 7 8 9 10 PLUS pretest PLUS posttest Undergrad Monday, April 12, 2010
    35. 35. CATEGORICALLY SPEAKING Monday, April 12, 2010
    36. 36. Do students identify appropriate sources for their research need? 60% 60% 53% 55% 45% 30% 15% 0% PLUS pretest PLUS posttest Undergrad Monday, April 12, 2010
    37. 37. Do students ask a great question that fits the scope of the assignment and requires research and analysis to answer? 63% 63% 57% 53% 47% 32% 16% 0% PLUS pretest PLUS posttest Undergrad Monday, April 12, 2010
    38. 38. Do students demonstrate academic integrity by correctly citing sources? 80% 72% 68% 60% 48% 40% 20% 0% PLUS pretest PLUS posttest UG Monday, April 12, 2010
    39. 39. Do students use the library’s resources and services as part of the research/writing process? 90% 90% 70% 68% 57% 45% 23% 0% PLUS pretest PLUS posttest UG Monday, April 12, 2010
    40. 40. What the student papers told us 11 2 3 10 9 6 8 7 6 7 5 6 4 3 5 2 1 2 2 Appropriate sources Topic development Citation Got it & ran with it! Got it Didn’t get it Monday, April 12, 2010
    41. 41. Monday, April 12, 2010
    42. 42. Do students know what they know? 20 15 10 5 0 0 1 2 3 4 5 6 7 8 9 10 My skills are excellent My skills are good My skills are fair My skills are poor I don’t know Monday, April 12, 2010
    43. 43. ERROR ANALYSIS Monday, April 12, 2010
    44. 44. Monday, April 12, 2010
    45. 45. Image sources: http://www.flickr.com/photos/seattlemunicipalarchives/2680241972/ http://www.flickr.com/photos/telmo32/2967379555/ http://www.un.org/esa/socdev/unpfii/media/images/UN-LOGO %20copy.jpg http://www.flickr.com/photos/princessashley/1546575032/ http://www.wordle.net http://www.flickr.com/photos/kevinomara/415961040/ http://www.flickr.com/photos/curtisnewton/4089464649/ http://www.flickr.com/photos/gadl/320300354/ http://www.flickr.com/photos/michaelcr/1425130599/ http://www.flickr.com/photos/mcaven/4319012152/ http://www.flickr.com/photos/daikrieg/1294053038/ http://www.uscibooks.com/Taylorposter.jpg http://www.streetsigngenerator.com Monday, April 12, 2010
    46. 46. Thank you! Any questions? Amy Hofer Margot Hanson ahofer@ggu.edu mhanson@ggu.edu Monday, April 12, 2010
    47. 47. DISCUSSION STARTERS 1. A question from the ILI list: How do you evaluate evidence of critical thinking? 2. If you feel that your current assessment efforts are ineffective, can your group identify institutional or methodological stumbling blocks that you could work on? 3.Do you have a spectacularly successful or unsuccessful assessment experience to share with your group? 4.Are you currently doing assessment that is: program evaluation; learning assessment; satisfaction surveys?  Is it working for you? 5.Do you currently have partners in assessment at your institution? Are there individuals or groups you would like to collaborate with? Monday, April 12, 2010

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