Nhcuc libraries committee talking about assessment make it meaningful

Assessment of Information Literacy

Making it Meaningful

NHCUC Libraries Committe, March 4, 2013

Elizabeth Dolinger, Assistant Professor, Information Literacy Librarian

Keene State [email protected]

Write on a sticky note, one way information

literacy is being assessed at their

library or institution.

Introduce yourself to the person next to

you.

What's challenging about assessing

student learning of information literacy?

Why assess student learning?

"the quality of student learning is directly, although not exclusively, related to the quality of teaching. Therefore one of the most promising ways to improve learning is to improve teaching." Angelo & Cross

• session level outcomes• instruction design teach-ins • plan tiers of assessment • common assignments • assess as a team • aggregate data

SHARE!

Backwards Design - Gilchrist model

How will the student demonstrate learning?

Performance Assessment

Task/ Assignment

An integrated application of skills that shows learning

and results in an artifact or evidence

Opportunity to provide student

formative feedback

Assessed as a team using a rubric and

aggregate data

How do you know it's is good?

Decide to create something with this fabric.

What are you going to make?

Which fabric will you use?

Why this fabric?

How did you decide?

M. Oakleaf, Assessment Immersion 2012 exercise (used with permission)

How do I know the student has done well?

What does good performance look like? Acceptable? Poor?

National Student Engagement

Test

Department Assessment Reports

Collegiate Learning

Assessment Rubric assessment in

gen ed & departments

Campus Map of SLOs

Data on faculty

supported

Data on use of CMS &

Libguides

Tracking IL outcomes @

reference desk

Classroom Assessment Techniques

Identification of IL SLO’s for every session

Rubric Assessment

Tier 2: Mason Library’s IL

Tier 1: Campus IL

Informs IL curriculum & method of instruction

Assessment Resources

http://kscinfolit.wordpress.com/

http://railsontrack.info/

http://www.waypointoutcomes.com/

Look for articles by Megan Oakleaf, Deb Gilchrist, Lisa Hinchliffe

Thank you!

2 minute ticket Summarize the main points and provide 3-45 takeaways. These can be challenges you are concerned about or points that were particularly insightful in consideration of your practice.

Elizabeth [email protected]

Images

LightswitchBy The Letter E. Photo taken on Jan 1, 2007. http://www.flickr.com/photos/e_notagain/342266152/

LightningBy Qualsiasi. Photo taken on October 5, 2006. http://www.flickr.com/photos/qualsiasi/261599589/

View from Glen Canyon Dam, AZBy Andy Whiteley. Photo taken on May 10, 2008. http://www.flickr.com/photos/iamsmiley/3319593578

Glen Canyon Dam Bridge, AZ By Andy Whiteley. Photo taken on May 8, 2011. http://www.flickr.com/photos/iamsmiley/3324010914

Public Flower Garden in downtown Seattle By FallenPegasus. Photo taken on May 15, 2005. http://www.flickr.com/photos/fallenpegasus/390740144

Checklist By Joe Plocki. Taken on June 16, 2007. http://www.flickr.com/photos/turbojoe/556776940/

SLEDcc_orange_rubrics_semifinal_draftBy Fleep Tuque. Taken on June 2, 2008. http://www.flickr.com/photos/fleep/2546048099/

Summative

• part of the instructional process

• helps determine next steps

• student participates in the assessment process and learns from it

Formative

• designed to be comprehensive

• most often occurs at the end of the learning/at the end of an instructional phase

• used to judge mastery

V.

How will you use what you learn about the student learning?

The information literate student evaluates information and its

sources critically.

What will students do?

Identify the viewpoint and

potential bias of the author and

source

Differentiate between popular magazines and

scholarly journals

Differentiate between

primary and secondary

sources

Evaluation v. Assessment

Educational Assessment: Intentional gathering of evidence in order to judge the quality of achievement based on pre-determined learning outcomes and improve learning

Evaluation: reflective tool that gauges impression of an experience

Brainstorm

We are working with a 200 level anthropology class. The faculty member has asked us to show students the database JStore.

• What are questions we could ask the faculty member?

• What is one outcome we could work on?

• What is an in class activity we could use to work with this class?