1. INFORMATIONLITERACYASSESSMENT:FROM THE CLASSROOMTO THE
CURRICULUMSara Miller - October 11, 2012
2. WHAT IS ASSESSMENT, EXACTLY? Figuring out what you want to
know Figuring out how you can know it Collecting data to that
end
3. WHAT IS ASSESSMENT NOT? Vindication: an attempt to prove or
justify something Evaluation: an immediate measure of your worth,
value, oreffectiveness Automatically going to tell you that you
suck.
4. WHAT IS DATA? Pieces of information that are captured or
recorded. Not just numbers. Qualitative data counts too. You might
already have a lot more sources of data than yourealize.
5. TODAYS AGENDA: Teaching and Learning Assessment Program
Assessment Institutional Level Assessment
6. INSTRUCTIONAL ASSESSMENT:WHAT DO WE WANT TO KNOW? Is my
teaching effective? Are students learning? WHAT are students
learning?From another perspective: Is students approach to research
changing? How? Could the way I teach reinforce negative student
habits? Could it have a positive affect on changing those?Really
specific: Can students articulate the differences between a popular
and scholarlyarticle? Does taking students on a building tour
increase the likelihood of a favorableattitude toward the
library?
7. TWO TYPES OF INSTRUCTIONALASSESSMENT Formative helps along
the way Asking: what do you still have questions about? In-class
clicker questions Summative is assessing after the fact;
cumulative. Paper, project, or bibliography Final exam
8. LEARNING OUTCOMES Outcomes are specific and measurable
Outcomes are guides for a sessionss structure, content, andteaching
methods (pedagogy) Outcomes can be talking points for faculty
especially whenexpectations for a session are unrealistic.
9. WHATS THE IDEAL? In an ideal world, what would you like
these students to be able todo? What steps would they need to take
in order to be able to dothose things? Can you address any of these
steps through your instruction?How many or how few? How do you know
if the students can do them?(hint: that last part is
assessment!)
10. CATS CLASSROOM ASSESSMENTTECHNIQUES One minute free write
Show two sources, use Poll Muddiest Point Everywhere or clickers to
vote on more appropriate Class discussion source Worksheets Compare
Google vs. Google Think-pair-share or groupScholar search
resultsreview Hoax website experience Concept maps Create rubric as
a class or Groups evaluate source and grouppresent to class Google
form
11. USING COURSE ASSESSMENTS Final papers or projects Feedback
from students Pre and post session quiz or questionnaire
12. REMEMBER: If you assess the outcome and its not met this is
OK This could mean: Its not achievable in the time you are allotted
There are too many other things going on in class which crowd out
focusingon achieving the outcome Its not achievable by the current
methods being used in class Or several other things.
13. INTERACTIVE TIME Brainstorm and write down some new ways
that you could useCATs in your own class. You can do this on your
own or feel freeto talk to those around you.
14. PROGRAM LEVEL ASSESSMENT What do you want to know regarding
the work that you do withyour library unit or campus department?
How is my liaison work going? What effect is it having? Is my
instruction lining up with course, program, or other outcomes? Do
theseoutcomes even exist?
15. WHERE CAN YOU FINDOUTCOMES? Accreditation standards for
your discipline Program outcomes (ex. First Year Writing)
Departmental/Unit mission statements and Gs and Os MSU
Undergraduate Learning Outcomes
16. MSU NURSING
17. INSTITUTIONAL LEVELASSESSMENT What questions exist at the
institutional level? How do the Libraries affect student learning
at MSU? At what point in their education are MSU students learning
information literacyskills? What value do the Libraries our
services and collections have for theUniversity as a whole?
19. Analytical Thinking The MSU graduates uses ways of knowing
from mathematics, natural sciences, social sciences, humanities,
and arts toaccess information and critically analyzes complex
material in order to evaluate evidence, construct reasoned
arguments, and communicateinferences and conclusions. Emerging
Developing Proficient Exemplary Acquires, analyzes,Seeks
information from basic Retrieves information from a Designs and
implements Uses analysis to defend and evaluatestypes of sources
with minimallimited range of sources and effective strategies to
find information choices and reach information from regard for
relevance oridentifies biases, strengths,relevant sources based
onoriginal conclusions. multiple sources quality. and weaknesses
within thosepurpose. Critiques biases, sources. strengths, and
weaknesses ofinformation sources. Synthesizes andRecognizes
multiple Identifies how information canExamines and
integratesCreates a defensible, applies informationperspectives
among sourcesbe conceptualized differently relevant information
sources compelling work using within and acrossof information.
within various disciplines. from multiple disciplinary multiple
disciplinary disciplinesperspectives.perspectives. Identifies
andRecognizes the need for andIdentifies a range ofSelects
quantitative methods Critiques biases, strengths, and applies, as
performs basic quantitativequantitative methods and for making
sound judgments weaknesses of quantitative appropriate,methods.
employs them to make and drawing plausibleapproaches to reflect on
quantitative judgments. conclusions based on the conclusions and
propose situation. responses to a situation. methods for defining
and responding to problems Identifies theRecognizes a range of
inquiryDescribes the effective use of Judges if methods are
credible Selects inquiry methods credibility, use andmethods and
acknowledges methods and identifies their and ethical in given
contexts. ethically and with an misuse of scientific, that they can
be misused.misuse in a given contexts. understanding of the
humanistic and consequences of their misuse. artistic methods
20. TO SUM UP What do you want to know about your instruction,
or other liaisonefforts? How can you tie your work in to your
disciplines goals oroutcomes? Are there larger forces at work that
can guide what youre doing?How can you find out?
21. HELPFUL SOURCESMSU Undergraduate Learning Outcomes
(formerly Liberal Learning
Goals)http://undergrad.msu.edu/learningOakleaf, M. (2010). The
Value of Academic Libraries: A ComprehensiveResearch Review and
Report, American Library
Association.http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/val_report.pdfAngelo,
T. A., & Cross, K. P. (1993). Classroom assessment techniques:
Ahandbook for college teachers. San Francisco: Jossey-Bass
Publishers.LB2822.75 .A54 1993 c.2