Overview of classroom assessment techniques for information literacy and library classrooms

1. Sara D.
Mi l ler
September
12, 2013
Michigan State
Univer si t y Librar ies
Ar t of Liaison,
Inst ruct ion, and
Select ion Ser ies
CLASSROOM
ASSESSMENT
TECHNIQUES:
CATS

2. BASIC ASSUMPTIONS FOR CATS:
 “ T h e qu a l it y o f s t u d ent l e a rning i s d i re c tl y, a l t h o ugh not
exclusively, related to the qual ity of teaching. Therefore, one
of the most promising ways to improve learning is to improve
te a c hing. ”
-Angelo and Cros s , p.7

3. NO, NOT THAT KIND OF CAT.

4. SO, WHY THEN EXACTLY?
 “ C l a ss ro om a s s e s sment h e l p s i nd i vi dual c o l l e ge te a c her s
obtain useful feedback on what, how much, and how wel l their
students are learning. Faculty can then use this information to
refocus their teaching to help students make their learning
more e f fi c ient and more e f fec ti ve. ”
-Angelo & Cross, p.3

5. CHARACTERISTICS OF CATS
 Learner-centered
 Teacher-directed
 Mutually beneficial
 Formative
 Context -specific
 Ongoing
 Rooted in good teaching practice
-Angelo & Cross

6. WHAT CAN CATS TELL YOU ABOUT
 Ski l ls:
LEARNING?
 Can students identify and locate things, such as a specific database
or book in the stacks, or identify appropriate uses for different types
of information?
 Are they confused about how to do anything?
 What skills do they bring with them to class?
 Attitudes:
 Do they feel comfortable contacting a librarian?
 How confident are they about using what they’ve learned?
 What preconceptions do they bring with them to class?

7. WHAT CAN CATS TELL YOU ABOUT
 Reactions:
TEACHING?
 Do students think the session was helpful?
 What would they have preferred to be different?
 How could the instructor be clearer?
 Is there something that students want to know more about?

8. WHAT CAN’T CATS TELL YOU?
 CATs c an’ t te l l t h e f u t u re:
if students…
 are actually locating or using sources effectively for their class
project (this is summative assessment)
 will come back to or use the library after the session
 have developed critical thinking skills that will stay with them for a
lifetime
 will become library donors, or even informed, responsible citizens
 Local ized vs. generalized assessment:
 If you are the most amazing teacher in the library – or the opposite
 If all freshmen are clueless about the library – or not
 Data are for informing, not proving!

9. SO, WHAT DO YOU WANT TO KNOW?
 Your teaching or student learning?
 I t ’ s p o s s i ble to d o b ot h ; e a s i er to fo c u s o n o ne a t a t ime .

11. ASSESSING LEARNING
 To a s s e ss l e a rning, yo u ’ l l ne e d a l e a rning o u t c ome .
 What you want students to be able to do as a result of the
session? Think specifically.
 Example: As a result of this session, students will be able to
identify characteristics of a scholarly ar ticle.
 How wi l l you be able to tel l that they are able to do this?
 That’s a job for a CAT.

12. MEASURING SKILLS: QUESTIONS
 How many students have had previous library instruction, used a
specific tool, or worked on this type of project/assignment before?
 Which one is a primary source? Scholarly article?
 What are characteristics you’d look for in tr ying to determine if a
source is a good fit for your assignment?
 What kinds of materials are available in the library catalog?
 Find (a type of source), in a group. Explain how you found it, what
your thought processes were in searching, and why it stood out to
your group.
 Do you usually write your paper first and find sources later, find all of
your sources first and then write, or go back and forth between
searching and writing?
 Put together the parts of this citation in correct order.

13. MEASURING SKILLS: CATS
 Techniques:
 Polling: Hand raising or anonymous
 Written responses
 Word problem: You’ve been asked to find information on a specific way
that advertising has impacted culture. What keywords, besides advertising
and culture, would you use to search for information? How would you find
more keywords?
 Misconception/Preconception Poll (anonymous)
 “Human Tableau” (Citation Chain)
 Process Analysis: “showing your work.”
 Grid to fill out: Tool names by types of info, or genre by
characteristics (i.e. pop/schol)

14. MEASURING SKILLS: TOOLS
 CAT Tools:
 Group or individual worksheets or outlines – You can collect these!
 Poll software – use real time for in-class results
 Concept map
 Demonstration and discussion (keep written record, or look at
browser history on demo computer)
 The whiteboard or the monitor
 Double Duty/Active Learning Bonuses

15. MEASURING ATTITUDES: QUESTIONS
 What is your top concern or question about using this resource?
 How confident are you that you’ll be able to find the sources that you
need for this assignment?
 What par t of your research assignment do you think wi l l be the
most di f ficul t?
 In one word, how would you describe the library?
 What are the reasons why you are inclined to choose one source over
another?
 In your opinion, what would you say is the main purpose of the
library?

16.  Techniques:
MEASURING ATTITUDES:
CATS AND TOOLS
 Ranking
 Pro/Con Grid or list (for perceived appropriateness of use for different
sources, or approaches to searching)
 Opinion Polls
 Chain Notes
 Tools:
 Polling software
 Hand-raising
 Fill out grid as a class (on board/computer) or in groups/individually
(worksheets)
 Index cards and envelope
 Double Duty/Active Learning Bonuses

17. MEASURING REACTIONS: QUESTIONS
 What was the most helpful/unhelpful part of today’s session?
 In what area would you like more instruction or help?
 What was the “muddiest point” of today’s session?
 During the session today, do that feel that you learned the most from
a) the group activity
b) searching on your own,
c) the librarian’s presentation
d) class discussion
 What do you think the instructor should do differently?

18. MEASURING REACTIONS:
 Techniques:
CATS AND TOOLS
 Instructor-Designed Feedback
 Minute Paper/Muddiest Point
 One-Sentence (or one word, five words, etc) Summary
 Tools:
 Polls
 minute paper
 feedback form
 Double Duty/Active Learning Bonuses:

20. CHOOSING A CAT AND A TOOL
 What is it you want to know?
 Do you want real -time data in class, or wi l l you look at the
data af terwards?
 How active do you want the par ticipation to be?

21. PRACTICALITIES TO REMEMBER
 Time considerations
 Try it out yourself first
 I f i t ’ s not t h e p l a c e fo r a CAT, t h e n i t ’ s not . P ri nc i p les t rump
methods.

22. CLOSING THE LOOP
 What can you do as a result of the data?
 Example: One word to describe the library

23.  Libguide:
THANK YOU!
http://l ibguides. lib.msu.edu/CATs
 Angelo, Thomas A. , and K. Patricia Cross.
Classroom Assessment Techniques: A
Handbook for Col lege Teachers. San
Francisco: Jossey-Bass, 1993.