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LOTW
1. Reaching the Summit:
Using Assessment to Help You
Get There
JULIE NANAVATI, INFORMATION LITERACY COORDINATOR
LOYOLA-NOTRE DAME LIBRARY
BRANDY WHITLOCK, INSTRUCTION LIBRARIAN
ANNE ARUNDEL COMMUNITY COLLEGE
2. Learning Outcomes for Today’s Session
Upon successful completion of today’s session, participants will be able to:
Define key terms related to assessment
Distinguish among objective, performative, and authentic measures of
assessment
Prepare a performative or authentic assessment for a particular learning
outcome
4. Why Assess?
Gauge the effects of our teaching on student
learning
Extend learning outside of the classroom
Find ways to improve instruction
Prove our worth
5. Why Assess?
Good teaching is inseparable
from good assessing.
Source: Wiggins, G. (1996), “Creating tests worth taking”, in Blum, R.E. and
Arter, J.A. (Eds), A handbook for student performance in an era of
restructuring (pp. 1-9), Association for Supervision and Curriculum
Development, Alexandria, VA.
6. Overview of Assessment
Create learning
activities/assessments
Create rubric or
other grading
criteria
Reflect and
enact changes Learning
outcomes
Enact activities/
assessment
Adapted from Oakleaf, M. (2009). The
information literacy instruction assessment Score assessment
cycle: A guide for increasing student learning
and improving librarian instructional skills. and analyze data
Journal of Documentation, 65(4), 539-560.
7. Overview of Assessment
“Assessment Cycle at USC.” (2010). Institutional
assessment and compliance. University of South
Carolina. Retrieved from
http://ipr.sc.edu/effectiveness/toolbox/cycle.htm
8. First Step: Outcomes
When developing a learning experience, start with
outcomes,
i.e., what should students be able to do?
Upon successful completion of the
course/class/session/assignment, students will be able
to:
9. First Step: Outcomes
When designing learning outcomes, be sure they are:
Clear
Specific
Achievable
Observable
Measurable
10. Resources for Creating Learning Outcomes
You’re not alone!
Bloom’s taxonomy
ACRL standards
13. Map to Broader Outcomes
Module 12 Learning Outcomes:
After completing this week's lesson, tutorial, research log, and/or
discussion, you should be able to:
• define terms related to the World Wide Web
• use appropriate criteria to evaluate sources, especially web sources
• search for web sources effectively and efficiently for a particular
research topic and/or research question
Related course objectives: When you have finished the course
successfully, you will be able to access needed information effectively
and efficiently, and use information effectively to accomplish a specific
goal.
15. Second Step: Activities & Assessments
Next, develop learning activities and assessments,
i.e., what will students do to develop their skill(s) and
demonstrate what they’ve learned?
16. Learning Activities
Through what experiences will students learn the
knowledge and skills that you will assess?
Lecture
Discussion
Direct observation
Experimentation
Problem-solving
Service
Research
etc.
18. Tools for Assessment
Questions to ask yourself:
• Will this tool tell me what I want to learn
about the students?
• Will this tool work best for my
information literacy class/program?
Other factors: time, manpower, faculty
collaboration, level of skills being assessed
22. Sample Assessment 1
Learning Outcome: Students will be able to identify
relevant keywords for a research topic.
Assessment Question: Margie is researching a career
in dog training. What are possible keywords for her
topic?
Authentic?
Performative?
“Objective”?
23. Sample Assessment 1
Learning Outcome: Students will be able to identify
relevant keywords for a research topic.
Assessment Question: Margie is researching a career
in dog training. What are possible keywords for her
topic?
Authentic?
Performative!
“Objective”?
24. Sample Assessment 2
Learning Outcome: Students will be able to
identify relevant keywords for a research topic.
Assessment Question: What are keywords?
Authentic?
Performative?
“Objective”?
25. Sample Assessment 2
Learning Outcome: Students will be able to
identify relevant keywords for a research topic.
Assessment Question: What are keywords?
Authentic?
Performative?
“Objective”!
26. Sample Assessment 3
Learning Outcome: Students will be able to
identify relevant keywords for a research topic.
Assessment Question: List possible keywords for
a topic you want or need to research.
Authentic?
Performative?
“Objective”?
27. Sample Assessment 3
Learning Outcome: Students will be able to
identify relevant keywords for a research topic.
Assessment Question: List possible keywords for
a topic you want or need to research.
Authentic!
Performative?
“Objective”?
28. Sample Assessment 4
Learning Outcome: Students will be able to identify
relevant keywords for a research topic.
Assessment Question: Which of the following are the best
keywords for researching careers in dog training?
a. dog trainers
b. professional dog training
c. dog training careers
d. canine training certification
Authentic?
Performative?
“Objective”?
29. Sample Assessment 4
Learning Outcome: Students will be able to identify
relevant keywords for a research topic.
Assessment Question: Which of the following are the best
keywords for researching careers in dog training?
a. dog trainers
b. professional dog training
c. dog training careers
d. canine training certification
Authentic?
Performative?
“Objective”!
31. Why Performative& Authentic Assessment?
Assess higher-order
thinking
Assess application of
acquired knowledge
Mimic activities that
students will have to
accomplish
Build students’ confidence
in their ability to
successfully accomplish
those activities
Encourage student
investment in the learning
process
32. Third Step: Create Grading Criteria
Step 6: Article Evaluation*
A. Evaluate the Article Content
Using the general evaluation criteria described in module 3, explain in the boxes below how the
article you selected meets each of the criteria (authority, reliability, coverage, and currency).
B. Article Relevancy
Explain why you selected this particular article (Step 5) and how it is relevant to your research
question. What are some specific points the article made that would assist you in writing a paper
that addresses your research question? Your response must be at least two complete sentences.
How will Step 6 be graded?
Unsatisfactory (0 points): Does not answer all of the evaluation criteria questions, or answer the
article relevancy question, or both.
Satisfactory (1–3 points): Minimally answers the evaluation criteria questions, or minimally
answers the article relevancy question, or both.
Excellent (4 points): Thoroughly responds to the evaluation criteria questions with details about
the selected article's authority, reliability, coverage, and currency, and thoroughly responds to the
article relevancy question.
*UMUC LIBS 150, Research Log Project 2
33. Why Use Rubrics?
Students better understand instructor’s
expectations
Eases grading dilemmas for instructors
More standardized and consistent grading
Students better understand what they’ve learned
and what they still have to learn
39. ENG 200: Question 2
What did we want to learn?
1. Can a student construct an effective search?
2. Can a student evaluate the results that she or he
generates to find results that answer her or his
research question?
40. ENG 200: Question 2
ACRL Standards:
Standard 2, ACRL Information Literacy
The information literate person accesses needed
information effectively and efficiently.
Standard 3, ACRL Information Literacy
The information literate person evaluates
information and its sources.
41. ENG 200: Question 2
Learning Outcomes:
1. Identify key terms from a research question
2. Access database appropriate for research need
(MLA Bibliography)
3. Combine key terms using the connectors and&or
4. Evaluate results and identify scholarly journal
articles relevant to research need
5. Cite a scholarly journal article using MLA style
46. ENG 200: Feedback
Nice job pulling out the key
terms from the research
question. Remember, when
combining two terms with
“OR,” keep those terms on
the same line and type the OR
in between like this:
1st line: mothers or daughters
2nd line: sula or beloved
Also try leaving the term
“relationships” out, you will
get more results this way.
47. ENG 200: Challenges
Challenges:
We grade about 270 assignments a semester.
We all have to be on board with the grading
process (rubric)
We have to keep faculty buy-in
We have to make sure students are invested
48. ENG 200: Why We Do It
Benefits for Students:
Prepares students for their literature class research
assignment
Serves as another opportunity to learn information
literacy skills
Provides students with feedback
49. ENG 200: Why We Do It
Benefits for Us:
Provides us with a window into how well students are able
to do what we teach (Search History)
Shows us where we can strengthen our instruction
Gives us data we can use to demonstrate our effectiveness
50. ENG 200: Changes We’ve Made
Changed the way we taught how to use “ORs” in our
freshman class
Explained to all classes the challenges of using “TX-All
Text” in a search
Reemphasized the importance of evaluating results before
using them in all library classes
Created an interactive tutorial for students to use before
completing the assignment
54. Assignment for Today’s Session
1. Identify one ACRL learning outcome that is challenging for
you to assess.
2. To assess that outcome, select an optimal assessment tool
that will work with your information literacy program.
3. Design one question or task that uses authentic or
performative assessment to evaluate whether students
have met that learning outcome.
4. Mark whether this question or task will be part of a formal
(FM) or informal (IN) assessment, and whether the
assessment will be summative (SU) or formative (FV).
Write your answers on the carbons provided.
55. Next Steps: Score, Reflect, Change
Create learning
activities/assessments
Create rubric or
other grading
criteria
Reflect and
enact changes Learning
outcomes
Enact activities/
assessment
Adapted from Oakleaf, M. (2009). The
information literacy instruction assessment Score assessment
cycle: A guide for increasing student learning
and improving librarian instructional skills. and analyze data
Journal of Documentation, 65(4), 539-560.
56. We Made It!
Visit Our LibGuide for an extensive bibliography, full and
additional sample assignments, rubrics, and more:
libguides.aacc.edu/LOTWassessment
Photos courtesy of Mike Cooperstein, http://www.andesmountainguides.com
Editor's Notes
Brandy?
Julie
JulieAre students able to do what we teach them to do?“If libraries intend to remain relevant on campus, they must demonstrate their contributions to the mission of the institution by becoming involved in assessment (Oakleaf, 2009).”
Julie
Julie
Brandy?
Brandy
Brandy
Julie
Brandy:List course outcomes right in the syllabus.
Brandy
Brandy
Julie
Julie
Julie
Julie– Will this tool tell you what you want to learn?
Julie
Brandy“Objective”/“Traditional” – attempts to measure knowledge acquisition as proxy for skill acquisitionAuthentic – attempts to measure students’ skill acquisition during real-world experiencesPerformative – attempts to measure students’ skill acquisition in simulated real-world contexts
Brandy
Brandy
Brandy
Julie
Julie
Brandy
Brandy
Julie
Julie
Brandy
Julie
Julie
Brandy
Brandy
All questions are performative.
What we wanted to learn
More things we wanted to know. Can they use truncation effectively. Can they use Subject Headings. But had to focus on what we felt was the most important.
Scenario that mimicked the final paper they would be writing in their classes. Really wanted to see if students could combine terms using Ors. Set up a scenario that would force them to use ors.
Feedback to the students
(rubric) (emphasize value of assignment) (explain in the assignment why learning to complete these particular questions are valuable)
Which learning outcomes we should target
Nursing 402 Class—Let students create their own research question based on issues/problems they have noticed in their workplace. This encourages critical thinking and ties the assignment to real life sitations)IDS 100—Large scale assessment for Middle States (formal rubric where we assessed each learning outcome on an “Beginner, “Developing,” “Advanced.”
Brandy
Brandy
Brandy
BrandyWork individually at first, then in pairs?(I think we could have different areas of the room for people to go depending on the standard that they pick and they can talk to others in their area)