Nhcuc libraries committee talking about assessment make it meaningful
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Semelhante a Nhcuc libraries committee talking about assessment make it meaningful
Semelhante a Nhcuc libraries committee talking about assessment make it meaningful (20)
Nhcuc libraries committee talking about assessment make it meaningful
- 1. Assessment of Information Literacy Making it Meaningful NHCUC Libraries Committe, March 4, 2013 Elizabeth Dolinger, Assistant Professor, Information Literacy Librarian Keene State College edolinger@keene.edu
- 2. 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.
- 3. What's challenging about assessing student learning of information literacy?
- 4. 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
- 6. • session level outcomes • instruction design teach-ins • plan tiers of assessment • common assignments • assess as a team • aggregate data
- 7. Backwards Design - Gilchrist model
- 8. 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
- 10. 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)
- 11. How do I know the student has done well? What does good performance look like? Acceptable? Poor?
- 13. 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
- 14. Assessment Resources http://kscinfolit.wordpress.com/ http://railsontrack.info/ http://www.waypointoutcomes.com/ Look for articles by Megan Oakleaf, Deb Gilchrist, Lisa Hinchliffe
- 15. 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 Dolinger edolinger@keene.edu
- 16. Images Lightswitch By The Letter E. Photo taken on Jan 1, 2007. http://www.flickr.com/photos/e_notagain/342266152/ Lightning By Qualsiasi. Photo taken on October 5, 2006. http://www.flickr.com/photos/qualsiasi/261599589/ View from Glen Canyon Dam, AZ By 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_draft By Fleep Tuque. Taken on June 2, 2008. http://www.flickr.com/photos/fleep/2546048099/
- 17. 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?
- 18. 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
- 19. 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
- 20. 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?
Notas do Editor
- Good morning. Today I'm hoping that we can share our experiences with assessment, recognize that though our institutions may be different, we often face many of the same challenges and can share resources to find solutions. Ultimately I'll be sharing with you the experience and some of the tools we have found helpful in developing a culture of assessment at Keene State's Mason Library, and hopefully some of that will be helpful to you and your institutions.
- add their sticky notes to different sheets of paper that are about the "tiers" of assessing
- Lightning round: work with your elbow partner to jot down what's challenging about assessing student's learning of information literacy? give me one idea off of your list. make one master list of challenges.
- call out... why we assess student learning... make two lists: admin and teachers reasons... TEACHERS Assessment informs practice in the classroom in order to improve student learning (pedagogy and curriculum revision) Assessment can increase student's learning awareness by knowing what learning is expected of them (opportunity for self assessment) ADMIN REASONS Program Improvement Stakeholder Communication Resource Allocation Accreditation Requirements
- So there's this gap... SEE CHALLENGES the question arises then, how do we make assessment meaningful to the instructor in the classroom, as well as serve the needs of the administration? How do we write outcomes that work for a general education program, but are still applicable in today's lesson? Can assessment help me in the classroom AND help my administrator? Examples of this? At keene state we have general education outcomes that include 8 intellectual skills. The outcomes are written on syllabi and are even assessed by small groups of faculty using rubrics... however, it is clear that many assignments do not serve the outcomes the class has identified... so clearly there is a gap there... either in understanding the outcomes and how they apply within a specific assignment and or knowing how to design an assignment that is in service of the outcome. Also, the form of assessing at the end of the semester does not help my students mid semester, doesn't allow them the opportunity to improve learning.
- develop session level outcomes from the broad general education or departmental outcomes (how many of you have session level outcomes?) hold instruction design and classroom assessment teach-ins for librarians identify assessment being done on campus and design an assessment plan that includes "tiers of assessment" develop common assignments to be used in all sections of core courses for agreed-upon outcomes practice assessment as a team for core courses with multiple sections or within schools Aggregate data from core courses SHARE IT! even data that seem unsuccessful, is an opportunity to discuss why and how to improve.
- At keene, in a task force for one semester we worked through this process and identified common outcomes, content, and assignments = assessments for core foundation courses. The learning activities might be different, or how we teach, but ultimately the students need to end up at the same place and able to complete the assignment during the session. Over the summer, in a teach-in, we worked through this cycle with all librarians learning about each element of the process of designing. Backwards design, Gilchrist model Understanding by Design, Wiggins & McTighe
- Though assessing student work is often challenging for librarians because we aren’t typically giving assignments OR seeing the final products of learning. BUT as Thomas Angelo and K. Patricia Cross describe in their book Classroom Assessment Techniques: A Handbook for College Teachers that classroom assessment “is particularly useful for checking how well students are learning at those initial and intermediate points, and for providing information for improvement when learning is less than satisfactory.” Angelo and Cross, 4. SO librarians are actually positioned particularly well to conduct formative classroom assessments because they are working with students during the process of completing assignments, at the intermediary point. Performance assessments allow librarians to provide feedback to students and facilitate the opportunity for students to recuperate from mistakes prior to the completion of the final product. As Information Literacy Librarian, I’m also concerned about improving teaching pedagogy in the classroom! Engaging librarians in this design, through teach-ins, helps to address this with professional development. In practice, because each librarian works with hundreds of students per semester the expectation of giving feedback to each student individually is impractical. Therefore the feedback provided by librarians to students is usually in aggregate, about their class as a whole, with the skills identified that proved challenging for the students. The performance assessments are usually anonymous but allow for students to see the work of their peers and measure their own learning against their peers. The librarians help classroom faculty by informing them of what skills need to be reinforced after the session. Reviewing student work after the sessions (as opposed to at the end of the project) and providing feedback to students allows students the opportunity to improve before their final product is done and graded. Due to the volume and variety of student work being collected from the sessions librarians developed a common performance assessment to be used across sections of the same course = repetition of reviewing same artifact = librarians get efficient at assessing the artifact and providing feedback in aggregate to the class and the faculty AT THE END OF THE SEMSTER, the artifacts from all of the sessions are sampled, librarians engage in norming sessions, and assess the artifacts more formally using a common rubric. These results are then used in conjunction then with the results from assessment at the general education and department level. WE found is that because librarians use the same form across multiple sections, they get faster and faster at viewing them and providing general feedback to the students. For example: http://tinyurl.com/NHCUCex1 http://tinyurl.com/nhcucex2 Strive for authenticity: Simulate real life application of skills Integrated performances that students engage in, that show learning, and result in an artifact or evidence Grounded in constructivist theory Numerous methods, context and outcome specific Student will write a paragraph stating the best search structure and key words used, why it was the best, and two places to look for key words. A Few Examples of other more evaluative/self report Classroom Assessments : self-report one minute paper muddiest point
- assessment is like a garden, its never "done"and can continue to grow, and renew itself. its not like you do assessment once and its done forever. its ongoing.. particularly classroom assessment... keep in mind that the ACRL standards are being revised and new ones are coming out in 2014... so actually its a good time for libraries to engage in this work if they haven't yet and to revisit if you have activity: fold down paper activity: there's these papers with outcomes written on them. I want you to write on each paper, one way that you could SEE the learning of the outcome. For example, one activity that you could observe, something that you could collect, work with the faculty member to collect, etc. write down one way that you could SEE the student learning.
- A rubric can be as simple as a checklist. It can be as complex or as simple as you need for it to be in order to apply your criteria for learning.
- AGGREGATE THE DATA IN AN ASSESSMENT MANAGEMENT SYSTEM Other systems: Waypoint Assessment
- So tiered assessment plan is really a way that I developed in order to describe and communicate the goals of a variety of different types of assessment to the librarians I work with. It helps me to frame the purposes for the different assessments, to create an assessment plan, and to know when and where to garner support for initiaitves. It also helped librarians to visualize how the department assessment contributes to the larger picture of skill development in gen ed. Tier 1: Captures information literacy skill development from a variety of experiences, over a period of time from across campus departments and the general education program. Information literacy from “life experiences” Non point source This is where benchmark efforts like SAILS would appear and assessments available on campus that could be utilized because they include elements of IL While it helps to create the picture of IL development on campus, it is also informing the IL curriculum and method of instruction= face-to-face, faculty development efforts, or online etc., The Collegiate Learning Assessment provides information on students’ critical thinking and department assessment reports are used to identify challenges departments are finding in student learning. Librarians use this information to make the case for explicitly developing critical thinking through information literacy instruction and to identify and approach departments to provide support and design information literacy curriculum. Tier 2 this is where instruction librarians spend most of their focus. There’s a lot going on here… The goal of the second assessment tier, is focused on the Library's Information Literacy Program, It is meant to capture the contribution of librarian led instruction to the development of student’s information literacy skills. The major focus in this level is on identifying IL student learning outcomes in every session taught and collecting performance assessments AND PROVIDING FEEDBACK to students. Results from assessing student performance are shared with faculty and coordinators of the general education foundation courses. Information literacy instruction for these courses is being revised accordingly, resulting in more variety of methods of delivery being considered (more online, IQL streamlined assignment). Other things going on in this tier that informs instruction in the classroom are: tracking the faculty and outcomes that librarians provide support for assignments or courses but do not engage in face to face instruction with, tracking IL outcomes at the reference desk, and data on the use of links in a courses management system and libguides, particularly for courses where we are not doing face to face instruction. After one year of identifying which information literacy skills were taught for individual courses the campus curriculum map now reflects where information literacy is being explicitly developed and more importantly, where it is not. Next steps are to identify courses where information literacy is being developed without instruction from librarians (via Bb links and LibGuides use). We are beginning to use data from LibGuides, Bb and through faculty we support as liasions to approach and work with departments, and next steps will be to see how materials used there are impacting student learning. This slide reflects how the two tiers connect and how we try to roll up our assessment efforts to the institution or general education level… the information we are gathering in tier 2 is informing the curriculum and assessment in tier 1 either by developing lines on rubrics used in gen ed courses or IL being assessed in a department and by IL appearing on the SLO map of intellectual skills.
- On an index card.
- example summative: tests, BENCHMARKING, final exams, final reports typically formative assessments are low stakes and can be anonymous
- So in many ways starting with the program outcomes, and working to make them session level is where to begin, wether thats with a faculty member for their class or in this case, with your librarians identify common session level outcomes from your program’s student learning outcomes Then make them common in sessions across the core courses or programs so that the same outcomes are being addressed, despite a variety of teaching styles.
- Can you think of any examples?