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A simple plan for creating a library instruction assessment strategy that helps build a healthy instruction program.
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The problem:UNHEALTHY
INSTRUCTION
An Assessment Diet:
Kyle Denlinger
planning for healthy instruction
May 4, 2012
Michael Pollan:EAT FOODNOT TOO MUCHMOSTLY PLANTS
Rule 1:
EATFOOD
FOOD: MEANINGFUL,PURPOSEFULASSESSMENT
What isMEANINGFUL?
THINGS THATCAME AFTERTHE ACRLSTANDARDS:
GOOGLEWIKIPEDIAFACEBOOKTWITTER
*
GOOGLEWIKIPEDIAFACEBOOKTWITTER
*
*OK, 1998. But still.
THINGS HAVECHANGED!
THINGS HAVECHANGED!
...have our objectives?
What isPURPOSEFUL?
WHAT'S OURDON'T ASK:
ASSESSMENT PIECE?
WHAT'S OURDO ASK:
ASSESSMENT GOAL?
DOES IT INFORMBOTTOM LINE:
ORIS IT JUST FLUFF?
EAT FOOD: MEANINGFUL,PURPOSEFULASSESSMENT
RECAP
Rule 2:NOT TOOMUCH
MODERATION: ONLY WHATWE NEED TO ASSESS.
WHAT HAPPENSWHEN WE TRYTO ASSESSTOO MUCH:
OF DATAMOUNTAINS
TO WORK WITH ITNO TIME
INSTEAD:
SMALLSTEPS
IN THEINRIGHT
DIRECTION
FOR EXAMPLE:(SHORT!) PRE/POSTTESTS(FOCUSED!) EXIT SLIPS
WHY NOT TRY:-FOCUSING ON ONE GOAL?-DIVVYING UP OUTCOMES?
SMALL STEPSBOTTOM LINE:
TOWARDITERATIVE CHANGE
MODERATION: ONLY WHATWE NEED TO ASSESS.
RECAP
Rule 3:
MOSTLYPLANTS
PLANTS: AUTHENTIC,NOURISHINGASSESSMENTS.
THE LAST TIMESTUDENTS WEREENGAGED BYBUBBLE TESTS?
NEVER
ASSESSMENT
IS NOTCASTOR OIL
RELEVANT SKILLSCONTEXT IS KEY
LEARNING STYLESPERSONAL INTERESTS
FOR EXAMPLE:-REFLECTIONS/JOURNALS-CHOOSE-YOUR-OWN-EXTRACURRICULARS
USE MOSTLY THOSEBOTTOM LINE:
THATNURTURE GROWTH
PLANTS: AUTHENTIC,NOURISHINGASSESSMENTS.
RECAP
An Assessment Diet:EAT FOODNOT TOO MUCHMOSTLY PLANTS
Thank you!Questions?
This informed my ideas:Oakleaf, M. (2008). Dangers and opportunities: A conceptual map of information literacy assessment approaches. portal: Libraries and the Academy, 8(3), 233–254.
