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Presented by Sarah Steiner January 11, 2012 ALA TechSource
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How to Improve Your Library Instruction in Five Minutes
Sarah SteinerJanuary 11, 2012ALA TechSource
Have You Already Done One-Shot Assessments?
a. Nope, not yet.b. Yeah, a little bit. c. Yes, regularly!
http://www.flickr.com/photos/dadaistic_fantastic/5089525186/
Have You Ever Written Learning Outcomes or Objectives?
a. Nope, not yet.b. Yeah, a little bit. c. Yes, regularly!
During Today’s Class, We Will…
• Analyze the purpose and benefits of quick assessment in one-shot instruction sessions.
• Draft learning outcomes for a session using Bloom’s Taxonomy.
• Compose assessment questions based on our learning outcomes.
• Select appropriate assessment tool options based on instruction session goals.
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Our Focus
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• Classroom assessment (versus programmatic or institutional)
• Fast and free assessment tools– Polls– Quizzes/Questionnaires– Minute papers
• Formative (immediate) and summative (cumulative) assessment
What Can Quick Classroom Assessment Do?
• Identify misunderstandings• Identify instructional gaps or disconnects• Determine how you spend class time• Build your confidence• Be a basis for change• Provide evidence of efficacy and impact
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Don’t Be Afraid
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What Should I Assess?
• To assess:– Comprehension– Retention– Achievement of learning outcomes
• Not to assess:– Your personal shortcomings– Your speaking mistakes– Your hairstyle– Random things
http://www.flickr.com/photos/toniblay/52445415/
Learning Outcomes
“A Learning Outcome is a statement of what the student should understand and be able to do as a result of what she has learned ... ‘the essential and enduring knowledge, abilities, and attitudes or dispositions’ that enable a learner to practice and apply her learning in the real world.”
-Valencia Community College
http://www.flickr.com/photos/gblakeley/5583354276/
A Good Learning Outcome Will…
• Identify the audience.• Foster understanding of real world applications.• Be jargon-free.• Be easily measurable.• Be action-oriented.• Be brief and few in number—only three to five.• Be linked to learner needs.
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Determine the Class Priorities
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• Choose three to five– What must the students accomplish?– What must they know in order to
accomplish it?– What do they already know/find
obvious?• Broad=okay• Detail=okay
Write the Learning Outcomes
Stem + Verb + Product/Outcome
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Stem
By the end of this class, you will be able to…
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Verb: Bloom’s Taxonomy
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Image: London Deanery
Choose Verbs: Knowledge
Students will…define, describe, identify, know, label, list, match, name, outline, recall, recognize, reproduce, select, state
http://www.nwlink.com/~donclark/hrd/bloom.html
http://www.flickr.com/photos/reway2007/4693202935/
Choose Verbs: Comprehension
Students will…comprehend, convert, defend, distinguish, estimate, explain, extend, generalize, give an example, infer, interpret, paraphrase, predict, rewrite, summarize, translate
http://www.flickr.com/photos/bsmith4815/112307904/
Choose Verbs: Application
Students will…apply, change, compute, construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, use
http://www.flickr.com/photos/28478778@N05/5729009434/
Choose Verbs: Analysis
Students will…analyze, break down, compare, contrast, diagram, deconstruct, differentiate, discriminate, distinguish, identify, illustrate, infer, outline, relate, select, separate
http://www.flickr.com/photos/billselak/2709756134/
Choose Verbs: Synthesis
Students will…categorize, combine, compile, compose, create, devise, design, explain, generate, modify, organize, plan, rearrange, reconstruct, relate, reorganize, revise, rewrite, summarize, tell, write
http://www.flickr.com/photos/littleredelf/3081832532/
Choose Verbs: Evaluation
Students will…appraise, compare, conclude, contrast, criticize, critique, defend, describe, discriminate, evaluate, explain, interpret, justify, relate, summarize, support
http://www.flickr.com/photos/christinamatheson/108818379/
Add Product or Outcome
What must they do? • Book on your topic in the catalog• Information into a thesis statement• Keyword search with advanced techniques
What is the context?• A class assignment• Better yet, a real-world context
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All Together Now!
Stem + Verb + Product/Outcome
By the end of this class, you will be able to construct search statements in order to locate useful books and articles.
By the end of this session, you will be able to locate books on your paper topic in the library using the online catalog, GILFind.
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What’s Wrong Here?
Today I’ll talk about…• The library website.• Database searching for peer-reviewed
journals using boolean logic and the thesaurus.
• How to find everything in the library.
http://www.flickr.com/photos/mythoto/2604818537/
Consider Assessment Options
• How can students prove their understanding of your outcomes?
• Would you like feedback throughout the session, at the beginning and end, or just at the end?
• How specific do you want to get?
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Today’s Assessment Tools
• Polls• Quizzes• Minute papers
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Polls
Quizzes
Minute Papers
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Best Practices for Question Drafting
• Convert your learning outcomes to questions.
• Include three to five “meaty” questions, two or three general questions.
• Avoid overly easy or “all of the above” answers.
• Avoid nebulous questions.• Work in terminology to ensure it’s
understood.
http://www.flickr.com/photos/djmccrady/6118626233/
Poll Example Questions
• How many of you have had a library instruction class here before?
• Is this an article or a journal? • Is this source peer-reviewed? Is this source
scholarly or popular• Who is the author of this book? • Are you confused about topic x?
http://www.flickr.com/photos/rakka/3451170932/
Quiz Example Questions
Quiz Example Questions
Minute Paper Example Questions
UC Davis University Library– Intro questions on basic student
information and course information– “What is the most useful thing you
learned during this session?”– “What is still confusing you?”
http://www.surveymonkey.com/s/ucdminutepaper
http://www.flickr.com/photos/holtsman/4331034955/
Review Responses
• On the spot? Yes!
• Look for…• Percentage of correct answers.• Trends in missed answers.• What to change next time.
• Keep your chin up.
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The Good, the Bad, the Ugly
Verbal Setup
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Survey and Poll Tools
• SurveyMonkey: http://www.surveymonkey.com
• Zoomerang: http://www.zoomerang.com
• Poll Daddy: http://polldaddy.com/
• Poll Everywhere: http://www.polleverywhere.com/
• Google Forms: http://www.google.com/google-d-s/forms/
http://www.flickr.com/photos/litlnemo/5045121567/
SurveyMonkey and Zoomerang
PollDaddy
Poll Everywhere
Google Forms
Review
• Write learning outcomes• Base your questions on the
outcomes and on your needs• Be sure to review and reflect on the
answers you get
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Thank you!
Contact me at [email protected]
Other Resources• “Bloom’s Taxonomy of Cognitive Domain.”
http://classweb.gmu.edu/ndabbagh/Resources/Resources2/bloomstax.htm
• Educational Oasis, “Framework of Learning Outcomes.” http://www.educationoasis.com/instruction/bt/learning_objectives.htm
• London Deanery, “Setting Learning Objectives.” http://www.faculty.londondeanery.ac.uk/e-learning/setting-learning-objectives
• Utah State University Library, “Assessment.” http://library.usu.edu/instruct/assessment/index.php
• “Virginia Tech Instruction Clearinghouse.” http://www.lib.vt.edu/RIS/clearinghouse/assessments.html