SlideShare une entreprise Scribd logo
1  sur  43
Télécharger pour lire hors ligne
How to Improve Your Library
Instruction: Assessment in Five
            Minutes
           Sarah Steiner
         January 10, 2013
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 tools based on your
  instruction goals and population.

                              http://www.flickr.com/photos/topgold/4858921901/
Our Focus

• Classroom assessment
  (versus programmatic or institutional)

• Fast and free assessment tools
  – Polls
  – Quizzes/Questionnaires
  – Minute papers


                             http://www.flickr.com/photos/rogersg/3814863064/
What Can Quick Classroom
         Assessment Do?

• It can identify instructional gaps or disconnects.
• It can help you determine how you spend class
  time.
• It can build your confidence.
• It can provide evidence of efficacy and impact.
• It should be a basis for change.




                              http://www.flickr.com/photos/sercasey/324341982/
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/
Have you ever written learning
  objectives or outcomes?


 •   Nope, not yet.
 •   Yes, a few times.
 •   Yes, regularly.
 •   I’m not sure.


                         http://www.flickr.com/photos/dadaistic_fantastic/5089525186/
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.
•   Set a time frame and a context.
•   Be jargon-free.
•   Be measurable.
•   Be action-oriented.
•   Be brief.
•   Be linked to learner needs.



                                  http://www.flickr.com/photos/auntiep/4310267/
Determine the Class Priorities

• 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?




                         http://www.flickr.com/photos/paloetic/4795592340/
Write the Learning Outcomes


  Stem + Verb + Product/Outcome




                   http://www.flickr.com/photos/jjpacres/3293117576/
Stem


By the end of this class, you will be
             able to…




                  http://www.flickr.com/photos/47108884@N07/4594962925/
Verb: Bloom’s Taxonomy




           http://www.flickr.com/photos/tryingmyhardist/1366874433/
Choose Verbs: Knowledge
Students will…
  define, describe, identify, know, label, list, match, na
  me, outline, recall, recognize, reproduce, select, stat
  e




                          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, rewrit
  e, summarize, translate




                              http://www.flickr.com/photos/bsmith4815/112307904/
Choose Verbs: Application
Students will…
  apply, change, compute, construct, demonstrate, dis
  cover, 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, diffe
  rentiate, 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, devis
  e, design, explain, generate, modify, organize, plan, r
  earrange, reconstruct, relate, reorganize, revise, rewr
  ite, summarize, tell, write




                               http://www.flickr.com/photos/littleredelf/3081832532/
Choose Verbs: Evaluation
Students will…
  appraise, compare, conclude, contrast, criticize, criti
  que, defend, describe, discriminate, evaluate, explai
  n, interpret, justify, relate, summarize, support




                           http://www.flickr.com/photos/christinamatheson/108818379/
Add Product or Outcome

What do they need?
   • A book on their topic
   • A thesis statement
   • Keyword search strategies (basic or advanced)
What is the context?
   • A class assignment
   • A real-world scenario




                              http://www.flickr.com/photos/fdecomite/2907794565/
All Together Now!

Stem + Verb + Product/Outcome

By the end of this class, you will be able to
identify a scholarly source.

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.


                         http://www.flickr.com/photos/revlimit/2186765034/
What’s Wrong Here?

Today I’ll talk about…
  1. The library website.
  2. Database searching for peer-reviewed
      journals using boolean logic and the
      thesaurus.
  3. How you can search the catalog, search
      the databases, and use ILL.



                         http://www.flickr.com/photos/mythoto/2604818537/
Question Time




     http://www.flickr.com/photos/sugarhiccuphiccup/5485691671/
Have you ever assessed
students’ achievement of pre-
   set learning outcomes?

 •   Nope, not yet.
 •   Yes, a few times.
 •   Yes, regularly.
 •   I’m not sure.


                         http://www.flickr.com/photos/dadaistic_fantastic/5089525186/
Today’s Assessment Tools

• Polls
• Quizzes (pre and post or post only)
• Minute papers




                        http://www.flickr.com/photos/azarius/225340667/
Polls
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/
Quizzes
Quiz Example Questions
The Good, the Bad, the Ugly
Minute Papers




        http://www.flickr.com/photos/holtsman/4331034955/
Minute Paper Example Questions
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 or complicated
  questions.
• Work in terminology to ensure it’s
  understood.
                        http://www.flickr.com/photos/djmccrady/6118626233/
Best Practices for Question
             Drafting
• Get a reviewer.
• If at first you don’t succeed….



More help with constructing questions:
http://ets.tlt.psu.edu/learningdesign/effective_
questions/why


                          http://www.flickr.com/photos/djmccrady/6118626233/
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.




                           http://www.flickr.com/photos/xingty/3421423768/
Verbal Setup




    http://www.flickr.com/photos/twenty_questions/2348686991/
Survey and Poll Tools

• SurveyMonkey:
  http://www.surveymonkey.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
PollDaddy
Poll Everywhere
Google Forms
Review

• Write learning outcomes.
• Base your questions on the
  outcomes and on your needs.
• Review and reflect on the answers
  you get.



                    http://www.flickr.com/photos/demonbaby/4228327167/
Thank you!
Contact me at ssteiner@gsu.edu
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
• Penn State, “Writing Effective Questions to Promote Learning.”
  http://ets.tlt.psu.edu/learningdesign/effective_questions/
• 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

Contenu connexe

Tendances

Getting critical the literature review and beyond
Getting critical the literature review and beyondGetting critical the literature review and beyond
Getting critical the literature review and beyondWDCNewcastle
 
Write Here, Write now!
Write Here, Write now!Write Here, Write now!
Write Here, Write now!WDCNewcastle
 
Workplace learningincrowdwork140218
Workplace learningincrowdwork140218Workplace learningincrowdwork140218
Workplace learningincrowdwork140218Anoush Margaryan
 
Web quest presentation e_feig_edu643
Web quest presentation e_feig_edu643Web quest presentation e_feig_edu643
Web quest presentation e_feig_edu643ellen feig
 
University of Derby: Collaborative Conference 2014 - Innovate,Inspire & Impac...
University of Derby: Collaborative Conference 2014 - Innovate,Inspire & Impac...University of Derby: Collaborative Conference 2014 - Innovate,Inspire & Impac...
University of Derby: Collaborative Conference 2014 - Innovate,Inspire & Impac...Spyros Langkos
 
Top Ten eLearning Mistakes Teachers Make and How to Avoid Them
Top Ten eLearning Mistakes Teachers Make and How to Avoid ThemTop Ten eLearning Mistakes Teachers Make and How to Avoid Them
Top Ten eLearning Mistakes Teachers Make and How to Avoid ThemGreg Williams
 
Flipping the technology-pedagogy equation: principles to improve assessment a...
Flipping the technology-pedagogy equation: principles to improve assessment a...Flipping the technology-pedagogy equation: principles to improve assessment a...
Flipping the technology-pedagogy equation: principles to improve assessment a...Tansy Jessop
 
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
LEARNING OUTCOMES, SOAPS AND ASSESSMENTLEARNING OUTCOMES, SOAPS AND ASSESSMENT
LEARNING OUTCOMES, SOAPS AND ASSESSMENTIda Jones
 
Cte`new landscapes 2011
Cte`new landscapes 2011Cte`new landscapes 2011
Cte`new landscapes 2011Elaine Pascale
 
Why blogging works as formative assessment
Why blogging works as formative assessmentWhy blogging works as formative assessment
Why blogging works as formative assessmentTansy Jessop
 
Niall watts ucd_measures of learning style in the evaluation of blogs as refl...
Niall watts ucd_measures of learning style in the evaluation of blogs as refl...Niall watts ucd_measures of learning style in the evaluation of blogs as refl...
Niall watts ucd_measures of learning style in the evaluation of blogs as refl...University College Dublin
 
Teaching EFL with the Brain in mind
Teaching EFL with the Brain in mindTeaching EFL with the Brain in mind
Teaching EFL with the Brain in mindB L
 
Differentiated Instruction Pag3
Differentiated Instruction Pag3Differentiated Instruction Pag3
Differentiated Instruction Pag3johnfleming752009
 
Web based instrucitonal-strategies[1]
Web based instrucitonal-strategies[1]Web based instrucitonal-strategies[1]
Web based instrucitonal-strategies[1]ksandlin79
 
Website Evaluation Lesson
Website Evaluation LessonWebsite Evaluation Lesson
Website Evaluation Lessoneward511
 
Covid and some learning designs tva
Covid and some learning designs   tvaCovid and some learning designs   tva
Covid and some learning designs tvaIan Willis
 
Creating a project
Creating a projectCreating a project
Creating a projectDonna Luna
 

Tendances (20)

Getting critical the literature review and beyond
Getting critical the literature review and beyondGetting critical the literature review and beyond
Getting critical the literature review and beyond
 
Write Here, Write now!
Write Here, Write now!Write Here, Write now!
Write Here, Write now!
 
Workplace learningincrowdwork140218
Workplace learningincrowdwork140218Workplace learningincrowdwork140218
Workplace learningincrowdwork140218
 
Learning Outcomes, Instructional Design, and the 50-MInute Information Litera...
Learning Outcomes, Instructional Design, and the 50-MInute Information Litera...Learning Outcomes, Instructional Design, and the 50-MInute Information Litera...
Learning Outcomes, Instructional Design, and the 50-MInute Information Litera...
 
Web quest presentation e_feig_edu643
Web quest presentation e_feig_edu643Web quest presentation e_feig_edu643
Web quest presentation e_feig_edu643
 
University of Derby: Collaborative Conference 2014 - Innovate,Inspire & Impac...
University of Derby: Collaborative Conference 2014 - Innovate,Inspire & Impac...University of Derby: Collaborative Conference 2014 - Innovate,Inspire & Impac...
University of Derby: Collaborative Conference 2014 - Innovate,Inspire & Impac...
 
Top Ten eLearning Mistakes Teachers Make and How to Avoid Them
Top Ten eLearning Mistakes Teachers Make and How to Avoid ThemTop Ten eLearning Mistakes Teachers Make and How to Avoid Them
Top Ten eLearning Mistakes Teachers Make and How to Avoid Them
 
Flipping the technology-pedagogy equation: principles to improve assessment a...
Flipping the technology-pedagogy equation: principles to improve assessment a...Flipping the technology-pedagogy equation: principles to improve assessment a...
Flipping the technology-pedagogy equation: principles to improve assessment a...
 
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
LEARNING OUTCOMES, SOAPS AND ASSESSMENTLEARNING OUTCOMES, SOAPS AND ASSESSMENT
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
 
Cte`new landscapes 2011
Cte`new landscapes 2011Cte`new landscapes 2011
Cte`new landscapes 2011
 
VOC1 session 3, Vygotsky
VOC1 session 3, VygotskyVOC1 session 3, Vygotsky
VOC1 session 3, Vygotsky
 
Al din he handout
Al din he handoutAl din he handout
Al din he handout
 
Why blogging works as formative assessment
Why blogging works as formative assessmentWhy blogging works as formative assessment
Why blogging works as formative assessment
 
Niall watts ucd_measures of learning style in the evaluation of blogs as refl...
Niall watts ucd_measures of learning style in the evaluation of blogs as refl...Niall watts ucd_measures of learning style in the evaluation of blogs as refl...
Niall watts ucd_measures of learning style in the evaluation of blogs as refl...
 
Teaching EFL with the Brain in mind
Teaching EFL with the Brain in mindTeaching EFL with the Brain in mind
Teaching EFL with the Brain in mind
 
Differentiated Instruction Pag3
Differentiated Instruction Pag3Differentiated Instruction Pag3
Differentiated Instruction Pag3
 
Web based instrucitonal-strategies[1]
Web based instrucitonal-strategies[1]Web based instrucitonal-strategies[1]
Web based instrucitonal-strategies[1]
 
Website Evaluation Lesson
Website Evaluation LessonWebsite Evaluation Lesson
Website Evaluation Lesson
 
Covid and some learning designs tva
Covid and some learning designs   tvaCovid and some learning designs   tva
Covid and some learning designs tva
 
Creating a project
Creating a projectCreating a project
Creating a project
 

En vedette

Crews on Copyright: E-Reserves and Fair Use
Crews on Copyright: E-Reserves and Fair UseCrews on Copyright: E-Reserves and Fair Use
Crews on Copyright: E-Reserves and Fair UseALATechSource
 
Libraries, Copyright and the World
Libraries, Copyright and the WorldLibraries, Copyright and the World
Libraries, Copyright and the WorldALATechSource
 
Open Access and Your Publications: What's Copyright Got to Do with It?
Open Access and Your Publications: What's Copyright Got to Do with It?Open Access and Your Publications: What's Copyright Got to Do with It?
Open Access and Your Publications: What's Copyright Got to Do with It?ALATechSource
 
Oral comm ch1rev
Oral comm ch1revOral comm ch1rev
Oral comm ch1revlmm323
 
Constructing learning outcomes for library instruction
Constructing learning outcomes for library instructionConstructing learning outcomes for library instruction
Constructing learning outcomes for library instructionmlwm65
 
The Mindful Instruction Librarian and the "One-Shot"
The Mindful Instruction Librarian and the "One-Shot"The Mindful Instruction Librarian and the "One-Shot"
The Mindful Instruction Librarian and the "One-Shot"Meredith Farkas
 
ALA 2011 - Why Transliteracy
ALA 2011 - Why TransliteracyALA 2011 - Why Transliteracy
ALA 2011 - Why TransliteracyLane Wilkinson
 
Supervising Library Shelvers
Supervising Library ShelversSupervising Library Shelvers
Supervising Library ShelversALATechSource
 
Hiring, Training and Supervising Library Shelvers: Part 2
Hiring, Training and Supervising Library Shelvers: Part 2Hiring, Training and Supervising Library Shelvers: Part 2
Hiring, Training and Supervising Library Shelvers: Part 2ALATechSource
 
Susan Archambault - Virtually Together: Building an Online Information Litera...
Susan Archambault - Virtually Together: Building an Online Information Litera...Susan Archambault - Virtually Together: Building an Online Information Litera...
Susan Archambault - Virtually Together: Building an Online Information Litera...BOBCATSSS 2017
 
Supporting Early Literacy through Language Rich Library Environments
Supporting Early Literacy through Language Rich Library EnvironmentsSupporting Early Literacy through Language Rich Library Environments
Supporting Early Literacy through Language Rich Library EnvironmentsALATechSource
 
Library Ethics in the 21st Century
Library Ethics in the 21st CenturyLibrary Ethics in the 21st Century
Library Ethics in the 21st CenturySarah Houghton
 
Interviewing Library Shelvers
Interviewing Library ShelversInterviewing Library Shelvers
Interviewing Library ShelversALATechSource
 
K to 12 classroom assessment ppt
K to 12 classroom assessment pptK to 12 classroom assessment ppt
K to 12 classroom assessment pptCarlo Magno
 

En vedette (18)

Crews on Copyright: E-Reserves and Fair Use
Crews on Copyright: E-Reserves and Fair UseCrews on Copyright: E-Reserves and Fair Use
Crews on Copyright: E-Reserves and Fair Use
 
Libraries, Copyright and the World
Libraries, Copyright and the WorldLibraries, Copyright and the World
Libraries, Copyright and the World
 
Open Access and Your Publications: What's Copyright Got to Do with It?
Open Access and Your Publications: What's Copyright Got to Do with It?Open Access and Your Publications: What's Copyright Got to Do with It?
Open Access and Your Publications: What's Copyright Got to Do with It?
 
Introducing RDA
Introducing RDAIntroducing RDA
Introducing RDA
 
08 26-13 molloy trainer
08 26-13 molloy trainer08 26-13 molloy trainer
08 26-13 molloy trainer
 
Oral comm ch1rev
Oral comm ch1revOral comm ch1rev
Oral comm ch1rev
 
Constructing learning outcomes for library instruction
Constructing learning outcomes for library instructionConstructing learning outcomes for library instruction
Constructing learning outcomes for library instruction
 
The Mindful Instruction Librarian and the "One-Shot"
The Mindful Instruction Librarian and the "One-Shot"The Mindful Instruction Librarian and the "One-Shot"
The Mindful Instruction Librarian and the "One-Shot"
 
action research and informed learning
action research and informed learningaction research and informed learning
action research and informed learning
 
ALA 2011 - Why Transliteracy
ALA 2011 - Why TransliteracyALA 2011 - Why Transliteracy
ALA 2011 - Why Transliteracy
 
Resources
ResourcesResources
Resources
 
Supervising Library Shelvers
Supervising Library ShelversSupervising Library Shelvers
Supervising Library Shelvers
 
Hiring, Training and Supervising Library Shelvers: Part 2
Hiring, Training and Supervising Library Shelvers: Part 2Hiring, Training and Supervising Library Shelvers: Part 2
Hiring, Training and Supervising Library Shelvers: Part 2
 
Susan Archambault - Virtually Together: Building an Online Information Litera...
Susan Archambault - Virtually Together: Building an Online Information Litera...Susan Archambault - Virtually Together: Building an Online Information Litera...
Susan Archambault - Virtually Together: Building an Online Information Litera...
 
Supporting Early Literacy through Language Rich Library Environments
Supporting Early Literacy through Language Rich Library EnvironmentsSupporting Early Literacy through Language Rich Library Environments
Supporting Early Literacy through Language Rich Library Environments
 
Library Ethics in the 21st Century
Library Ethics in the 21st CenturyLibrary Ethics in the 21st Century
Library Ethics in the 21st Century
 
Interviewing Library Shelvers
Interviewing Library ShelversInterviewing Library Shelvers
Interviewing Library Shelvers
 
K to 12 classroom assessment ppt
K to 12 classroom assessment pptK to 12 classroom assessment ppt
K to 12 classroom assessment ppt
 

Similaire à How to Improve Library Instruction: Assessment in Five Minutes

Steiner—How to Improve Your Library Instruction: Assessment in Five Minutes
Steiner—How to Improve Your Library Instruction: Assessment in Five MinutesSteiner—How to Improve Your Library Instruction: Assessment in Five Minutes
Steiner—How to Improve Your Library Instruction: Assessment in Five MinutesALATechSource
 
How to Improve Your Library Instruction: Assessment in Five Minutes (February...
How to Improve Your Library Instruction: Assessment in Five Minutes (February...How to Improve Your Library Instruction: Assessment in Five Minutes (February...
How to Improve Your Library Instruction: Assessment in Five Minutes (February...ALATechSource
 
How to Improve Your Library Instruction: Assessment in Five Minutes (November...
How to Improve Your Library Instruction: Assessment in Five Minutes (November...How to Improve Your Library Instruction: Assessment in Five Minutes (November...
How to Improve Your Library Instruction: Assessment in Five Minutes (November...ALATechSource
 
Steiner Workshop: How to Improve Your Library Instruction
Steiner Workshop: How to Improve Your Library InstructionSteiner Workshop: How to Improve Your Library Instruction
Steiner Workshop: How to Improve Your Library InstructionALATechSource
 
Steiner: How to Improve Your Library Instruction: Assessment in Five Minutes
Steiner: How to Improve Your Library Instruction: Assessment in Five MinutesSteiner: How to Improve Your Library Instruction: Assessment in Five Minutes
Steiner: How to Improve Your Library Instruction: Assessment in Five MinutesALATechSource
 
Engaging Learners through Active Instruction and Assessment
Engaging Learners through Active Instruction and AssessmentEngaging Learners through Active Instruction and Assessment
Engaging Learners through Active Instruction and AssessmentALATechSource
 
Formative Assessment Strategies Utilizing Technology, NW Math Conference, 11 ...
Formative Assessment Strategies Utilizing Technology, NW Math Conference, 11 ...Formative Assessment Strategies Utilizing Technology, NW Math Conference, 11 ...
Formative Assessment Strategies Utilizing Technology, NW Math Conference, 11 ...Patty Stephens
 
How to be a good teacher
How to be a good teacherHow to be a good teacher
How to be a good teacherartika_410
 
Building brick by brick: A pragmatic approach to measuring impact
Building brick by brick: A pragmatic approach to measuring impactBuilding brick by brick: A pragmatic approach to measuring impact
Building brick by brick: A pragmatic approach to measuring impactSarah Cohen
 
Curation: Making Meaning & Adding Value
Curation: Making Meaning & Adding ValueCuration: Making Meaning & Adding Value
Curation: Making Meaning & Adding ValueShayne Russell
 
FoULT: Learning & Teaching @ CQUni
FoULT:  Learning & Teaching @ CQUniFoULT:  Learning & Teaching @ CQUni
FoULT: Learning & Teaching @ CQUniDamien Clark
 
Hare ichart
Hare ichartHare ichart
Hare ichartTim Hare
 
Clarifyyourquestion
ClarifyyourquestionClarifyyourquestion
Clarifyyourquestionnadiavoodoo
 
Secure an ROI on Professional Development
Secure an ROI on Professional DevelopmentSecure an ROI on Professional Development
Secure an ROI on Professional DevelopmentDaila Boufford
 
A More Effective Social Media Presence: Strategic Planning and Project Manage...
A More Effective Social Media Presence: Strategic Planning and Project Manage...A More Effective Social Media Presence: Strategic Planning and Project Manage...
A More Effective Social Media Presence: Strategic Planning and Project Manage...ALATechSource
 
Managing the classroom while teaching small groups
Managing the classroom while teaching small groupsManaging the classroom while teaching small groups
Managing the classroom while teaching small groupssherrick10
 
Assessment
AssessmentAssessment
Assessmenthullpgce
 
Engaging Students with Inquiry
Engaging Students with InquiryEngaging Students with Inquiry
Engaging Students with InquiryMichael M Grant
 

Similaire à How to Improve Library Instruction: Assessment in Five Minutes (20)

Steiner—How to Improve Your Library Instruction: Assessment in Five Minutes
Steiner—How to Improve Your Library Instruction: Assessment in Five MinutesSteiner—How to Improve Your Library Instruction: Assessment in Five Minutes
Steiner—How to Improve Your Library Instruction: Assessment in Five Minutes
 
How to Improve Your Library Instruction: Assessment in Five Minutes (February...
How to Improve Your Library Instruction: Assessment in Five Minutes (February...How to Improve Your Library Instruction: Assessment in Five Minutes (February...
How to Improve Your Library Instruction: Assessment in Five Minutes (February...
 
How to Improve Your Library Instruction: Assessment in Five Minutes (November...
How to Improve Your Library Instruction: Assessment in Five Minutes (November...How to Improve Your Library Instruction: Assessment in Five Minutes (November...
How to Improve Your Library Instruction: Assessment in Five Minutes (November...
 
Steiner Workshop: How to Improve Your Library Instruction
Steiner Workshop: How to Improve Your Library InstructionSteiner Workshop: How to Improve Your Library Instruction
Steiner Workshop: How to Improve Your Library Instruction
 
Steiner: How to Improve Your Library Instruction: Assessment in Five Minutes
Steiner: How to Improve Your Library Instruction: Assessment in Five MinutesSteiner: How to Improve Your Library Instruction: Assessment in Five Minutes
Steiner: How to Improve Your Library Instruction: Assessment in Five Minutes
 
Engaging Learners through Active Instruction and Assessment
Engaging Learners through Active Instruction and AssessmentEngaging Learners through Active Instruction and Assessment
Engaging Learners through Active Instruction and Assessment
 
Formative Assessment Strategies Utilizing Technology, NW Math Conference, 11 ...
Formative Assessment Strategies Utilizing Technology, NW Math Conference, 11 ...Formative Assessment Strategies Utilizing Technology, NW Math Conference, 11 ...
Formative Assessment Strategies Utilizing Technology, NW Math Conference, 11 ...
 
How to be a good teacher
How to be a good teacherHow to be a good teacher
How to be a good teacher
 
Building brick by brick: A pragmatic approach to measuring impact
Building brick by brick: A pragmatic approach to measuring impactBuilding brick by brick: A pragmatic approach to measuring impact
Building brick by brick: A pragmatic approach to measuring impact
 
Curation: Making Meaning & Adding Value
Curation: Making Meaning & Adding ValueCuration: Making Meaning & Adding Value
Curation: Making Meaning & Adding Value
 
FoULT: Learning & Teaching @ CQUni
FoULT:  Learning & Teaching @ CQUniFoULT:  Learning & Teaching @ CQUni
FoULT: Learning & Teaching @ CQUni
 
Hare ichart
Hare ichartHare ichart
Hare ichart
 
Clarifyyourquestion
ClarifyyourquestionClarifyyourquestion
Clarifyyourquestion
 
Secure an ROI on Professional Development
Secure an ROI on Professional DevelopmentSecure an ROI on Professional Development
Secure an ROI on Professional Development
 
A More Effective Social Media Presence: Strategic Planning and Project Manage...
A More Effective Social Media Presence: Strategic Planning and Project Manage...A More Effective Social Media Presence: Strategic Planning and Project Manage...
A More Effective Social Media Presence: Strategic Planning and Project Manage...
 
flipped
flippedflipped
flipped
 
Managing the classroom while teaching small groups
Managing the classroom while teaching small groupsManaging the classroom while teaching small groups
Managing the classroom while teaching small groups
 
lessons.pdf
lessons.pdflessons.pdf
lessons.pdf
 
Assessment
AssessmentAssessment
Assessment
 
Engaging Students with Inquiry
Engaging Students with InquiryEngaging Students with Inquiry
Engaging Students with Inquiry
 

Plus de ALATechSource

Liven Up Baby and Toddler Storytimes with Sign Language (March 2019)
Liven Up Baby and Toddler Storytimes with Sign Language (March 2019)Liven Up Baby and Toddler Storytimes with Sign Language (March 2019)
Liven Up Baby and Toddler Storytimes with Sign Language (March 2019)ALATechSource
 
Dealing with Mental Health on the Front Lines: Part 1
Dealing with Mental Health on the Front Lines: Part 1Dealing with Mental Health on the Front Lines: Part 1
Dealing with Mental Health on the Front Lines: Part 1ALATechSource
 
Serving Children with Autism Spectrum Disorder: Part 2 (Feb. 2019)
Serving Children with Autism Spectrum Disorder: Part 2 (Feb. 2019)Serving Children with Autism Spectrum Disorder: Part 2 (Feb. 2019)
Serving Children with Autism Spectrum Disorder: Part 2 (Feb. 2019)ALATechSource
 
Using Visual Arts in Early Childhood Programming
Using Visual Arts in Early Childhood ProgrammingUsing Visual Arts in Early Childhood Programming
Using Visual Arts in Early Childhood ProgrammingALATechSource
 
Serving Children with Autism Spectrum Disorder (Feb. 2019)
Serving Children with Autism Spectrum Disorder (Feb. 2019)Serving Children with Autism Spectrum Disorder (Feb. 2019)
Serving Children with Autism Spectrum Disorder (Feb. 2019)ALATechSource
 
Library Website Rehab: Promotional Webinar
Library Website Rehab: Promotional WebinarLibrary Website Rehab: Promotional Webinar
Library Website Rehab: Promotional WebinarALATechSource
 
Taking STEAM Programs to the Next Level
Taking STEAM Programs to the Next LevelTaking STEAM Programs to the Next Level
Taking STEAM Programs to the Next LevelALATechSource
 
Creating a Digital Media Space for Today's Teens: Part 2 (Jan. 2019)
Creating a Digital Media Space for Today's Teens: Part 2 (Jan. 2019)Creating a Digital Media Space for Today's Teens: Part 2 (Jan. 2019)
Creating a Digital Media Space for Today's Teens: Part 2 (Jan. 2019)ALATechSource
 
Creating a Social Media Policy for Your Library (January 2019)
Creating a Social Media Policy for Your Library (January 2019)Creating a Social Media Policy for Your Library (January 2019)
Creating a Social Media Policy for Your Library (January 2019)ALATechSource
 
Creating a Digital Media Space for Today's Teens: Part 1 (Jan. 2019)
Creating a Digital Media Space for Today's Teens: Part 1 (Jan. 2019)Creating a Digital Media Space for Today's Teens: Part 1 (Jan. 2019)
Creating a Digital Media Space for Today's Teens: Part 1 (Jan. 2019)ALATechSource
 
Working with Individuals Affected by Homelessness: An Empathy-Driven Approach...
Working with Individuals Affected by Homelessness: An Empathy-Driven Approach...Working with Individuals Affected by Homelessness: An Empathy-Driven Approach...
Working with Individuals Affected by Homelessness: An Empathy-Driven Approach...ALATechSource
 
Fake News, Real Concerns: Developing Information-Literate Students (December ...
Fake News, Real Concerns: Developing Information-Literate Students (December ...Fake News, Real Concerns: Developing Information-Literate Students (December ...
Fake News, Real Concerns: Developing Information-Literate Students (December ...ALATechSource
 
Offering Service and Support to the LGBTQIA Community and Allies (Nov. 2018)
Offering Service and Support to the LGBTQIA Community and Allies (Nov. 2018)Offering Service and Support to the LGBTQIA Community and Allies (Nov. 2018)
Offering Service and Support to the LGBTQIA Community and Allies (Nov. 2018)ALATechSource
 
Library Director Bootcamp: Getting the Skills You Need, Part 3 (Nov. 2018)
Library Director Bootcamp: Getting the Skills You Need, Part 3 (Nov. 2018)Library Director Bootcamp: Getting the Skills You Need, Part 3 (Nov. 2018)
Library Director Bootcamp: Getting the Skills You Need, Part 3 (Nov. 2018)ALATechSource
 
Library Director Bootcamp: Getting the Skills You Need, Part 2 (Nov. 2018)
Library Director Bootcamp: Getting the Skills You Need, Part 2 (Nov. 2018)Library Director Bootcamp: Getting the Skills You Need, Part 2 (Nov. 2018)
Library Director Bootcamp: Getting the Skills You Need, Part 2 (Nov. 2018)ALATechSource
 
AL Live: What Do the Midterms Mean for Your Library? (November 2018)
AL Live: What Do the Midterms Mean for Your Library? (November 2018)AL Live: What Do the Midterms Mean for Your Library? (November 2018)
AL Live: What Do the Midterms Mean for Your Library? (November 2018)ALATechSource
 
Library Director Bootcamp: Getting the Skills You Need, Part 1 (Nov. 2018)
Library Director Bootcamp: Getting the Skills You Need, Part 1 (Nov. 2018)Library Director Bootcamp: Getting the Skills You Need, Part 1 (Nov. 2018)
Library Director Bootcamp: Getting the Skills You Need, Part 1 (Nov. 2018)ALATechSource
 
Prepare for the Future: Tech Strategies You Need to Know (November 2018)
Prepare for the Future: Tech Strategies You Need to Know (November 2018)Prepare for the Future: Tech Strategies You Need to Know (November 2018)
Prepare for the Future: Tech Strategies You Need to Know (November 2018)ALATechSource
 
Write and Cite “Chicago Style”: Helping Students and Patrons Understand The C...
Write and Cite “Chicago Style”: Helping Students and Patrons Understand The C...Write and Cite “Chicago Style”: Helping Students and Patrons Understand The C...
Write and Cite “Chicago Style”: Helping Students and Patrons Understand The C...ALATechSource
 
Music Cataloging Basics (October 2018)
Music Cataloging Basics (October 2018)Music Cataloging Basics (October 2018)
Music Cataloging Basics (October 2018)ALATechSource
 

Plus de ALATechSource (20)

Liven Up Baby and Toddler Storytimes with Sign Language (March 2019)
Liven Up Baby and Toddler Storytimes with Sign Language (March 2019)Liven Up Baby and Toddler Storytimes with Sign Language (March 2019)
Liven Up Baby and Toddler Storytimes with Sign Language (March 2019)
 
Dealing with Mental Health on the Front Lines: Part 1
Dealing with Mental Health on the Front Lines: Part 1Dealing with Mental Health on the Front Lines: Part 1
Dealing with Mental Health on the Front Lines: Part 1
 
Serving Children with Autism Spectrum Disorder: Part 2 (Feb. 2019)
Serving Children with Autism Spectrum Disorder: Part 2 (Feb. 2019)Serving Children with Autism Spectrum Disorder: Part 2 (Feb. 2019)
Serving Children with Autism Spectrum Disorder: Part 2 (Feb. 2019)
 
Using Visual Arts in Early Childhood Programming
Using Visual Arts in Early Childhood ProgrammingUsing Visual Arts in Early Childhood Programming
Using Visual Arts in Early Childhood Programming
 
Serving Children with Autism Spectrum Disorder (Feb. 2019)
Serving Children with Autism Spectrum Disorder (Feb. 2019)Serving Children with Autism Spectrum Disorder (Feb. 2019)
Serving Children with Autism Spectrum Disorder (Feb. 2019)
 
Library Website Rehab: Promotional Webinar
Library Website Rehab: Promotional WebinarLibrary Website Rehab: Promotional Webinar
Library Website Rehab: Promotional Webinar
 
Taking STEAM Programs to the Next Level
Taking STEAM Programs to the Next LevelTaking STEAM Programs to the Next Level
Taking STEAM Programs to the Next Level
 
Creating a Digital Media Space for Today's Teens: Part 2 (Jan. 2019)
Creating a Digital Media Space for Today's Teens: Part 2 (Jan. 2019)Creating a Digital Media Space for Today's Teens: Part 2 (Jan. 2019)
Creating a Digital Media Space for Today's Teens: Part 2 (Jan. 2019)
 
Creating a Social Media Policy for Your Library (January 2019)
Creating a Social Media Policy for Your Library (January 2019)Creating a Social Media Policy for Your Library (January 2019)
Creating a Social Media Policy for Your Library (January 2019)
 
Creating a Digital Media Space for Today's Teens: Part 1 (Jan. 2019)
Creating a Digital Media Space for Today's Teens: Part 1 (Jan. 2019)Creating a Digital Media Space for Today's Teens: Part 1 (Jan. 2019)
Creating a Digital Media Space for Today's Teens: Part 1 (Jan. 2019)
 
Working with Individuals Affected by Homelessness: An Empathy-Driven Approach...
Working with Individuals Affected by Homelessness: An Empathy-Driven Approach...Working with Individuals Affected by Homelessness: An Empathy-Driven Approach...
Working with Individuals Affected by Homelessness: An Empathy-Driven Approach...
 
Fake News, Real Concerns: Developing Information-Literate Students (December ...
Fake News, Real Concerns: Developing Information-Literate Students (December ...Fake News, Real Concerns: Developing Information-Literate Students (December ...
Fake News, Real Concerns: Developing Information-Literate Students (December ...
 
Offering Service and Support to the LGBTQIA Community and Allies (Nov. 2018)
Offering Service and Support to the LGBTQIA Community and Allies (Nov. 2018)Offering Service and Support to the LGBTQIA Community and Allies (Nov. 2018)
Offering Service and Support to the LGBTQIA Community and Allies (Nov. 2018)
 
Library Director Bootcamp: Getting the Skills You Need, Part 3 (Nov. 2018)
Library Director Bootcamp: Getting the Skills You Need, Part 3 (Nov. 2018)Library Director Bootcamp: Getting the Skills You Need, Part 3 (Nov. 2018)
Library Director Bootcamp: Getting the Skills You Need, Part 3 (Nov. 2018)
 
Library Director Bootcamp: Getting the Skills You Need, Part 2 (Nov. 2018)
Library Director Bootcamp: Getting the Skills You Need, Part 2 (Nov. 2018)Library Director Bootcamp: Getting the Skills You Need, Part 2 (Nov. 2018)
Library Director Bootcamp: Getting the Skills You Need, Part 2 (Nov. 2018)
 
AL Live: What Do the Midterms Mean for Your Library? (November 2018)
AL Live: What Do the Midterms Mean for Your Library? (November 2018)AL Live: What Do the Midterms Mean for Your Library? (November 2018)
AL Live: What Do the Midterms Mean for Your Library? (November 2018)
 
Library Director Bootcamp: Getting the Skills You Need, Part 1 (Nov. 2018)
Library Director Bootcamp: Getting the Skills You Need, Part 1 (Nov. 2018)Library Director Bootcamp: Getting the Skills You Need, Part 1 (Nov. 2018)
Library Director Bootcamp: Getting the Skills You Need, Part 1 (Nov. 2018)
 
Prepare for the Future: Tech Strategies You Need to Know (November 2018)
Prepare for the Future: Tech Strategies You Need to Know (November 2018)Prepare for the Future: Tech Strategies You Need to Know (November 2018)
Prepare for the Future: Tech Strategies You Need to Know (November 2018)
 
Write and Cite “Chicago Style”: Helping Students and Patrons Understand The C...
Write and Cite “Chicago Style”: Helping Students and Patrons Understand The C...Write and Cite “Chicago Style”: Helping Students and Patrons Understand The C...
Write and Cite “Chicago Style”: Helping Students and Patrons Understand The C...
 
Music Cataloging Basics (October 2018)
Music Cataloging Basics (October 2018)Music Cataloging Basics (October 2018)
Music Cataloging Basics (October 2018)
 

How to Improve Library Instruction: Assessment in Five Minutes

  • 1. How to Improve Your Library Instruction: Assessment in Five Minutes Sarah Steiner January 10, 2013
  • 2. 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 tools based on your instruction goals and population. http://www.flickr.com/photos/topgold/4858921901/
  • 3. Our Focus • Classroom assessment (versus programmatic or institutional) • Fast and free assessment tools – Polls – Quizzes/Questionnaires – Minute papers http://www.flickr.com/photos/rogersg/3814863064/
  • 4. What Can Quick Classroom Assessment Do? • It can identify instructional gaps or disconnects. • It can help you determine how you spend class time. • It can build your confidence. • It can provide evidence of efficacy and impact. • It should be a basis for change. http://www.flickr.com/photos/sercasey/324341982/
  • 5. 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/
  • 6. Have you ever written learning objectives or outcomes? • Nope, not yet. • Yes, a few times. • Yes, regularly. • I’m not sure. http://www.flickr.com/photos/dadaistic_fantastic/5089525186/
  • 7. 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/
  • 8. A Good Learning Outcome Will… • Identify the audience. • Set a time frame and a context. • Be jargon-free. • Be measurable. • Be action-oriented. • Be brief. • Be linked to learner needs. http://www.flickr.com/photos/auntiep/4310267/
  • 9. Determine the Class Priorities • 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? http://www.flickr.com/photos/paloetic/4795592340/
  • 10. Write the Learning Outcomes Stem + Verb + Product/Outcome http://www.flickr.com/photos/jjpacres/3293117576/
  • 11. Stem By the end of this class, you will be able to… http://www.flickr.com/photos/47108884@N07/4594962925/
  • 12. Verb: Bloom’s Taxonomy http://www.flickr.com/photos/tryingmyhardist/1366874433/
  • 13. Choose Verbs: Knowledge Students will… define, describe, identify, know, label, list, match, na me, outline, recall, recognize, reproduce, select, stat e http://www.nwlink.com/~donclark/hrd/bloom.html http://www.flickr.com/photos/reway2007/4693202935/
  • 14. Choose Verbs: Comprehension Students will… comprehend, convert, defend, distinguish, estimate, explain, extend, generalize, give an example, infer, interpret, paraphrase, predict, rewrit e, summarize, translate http://www.flickr.com/photos/bsmith4815/112307904/
  • 15. Choose Verbs: Application Students will… apply, change, compute, construct, demonstrate, dis cover, manipulate, modify, operate, predict, prepare , produce, relate, show, solve, use http://www.flickr.com/photos/28478778@N05/5729009434/
  • 16. Choose Verbs: Analysis Students will… analyze, break down, compare, contrast, diagram, deconstruct, diffe rentiate, discriminate, distinguish, identify, illustrate, infer, outline, relate, select, separate http://www.flickr.com/photos/billselak/2709756134/
  • 17. Choose Verbs: Synthesis Students will… categorize, combine, compile, compose, create, devis e, design, explain, generate, modify, organize, plan, r earrange, reconstruct, relate, reorganize, revise, rewr ite, summarize, tell, write http://www.flickr.com/photos/littleredelf/3081832532/
  • 18. Choose Verbs: Evaluation Students will… appraise, compare, conclude, contrast, criticize, criti que, defend, describe, discriminate, evaluate, explai n, interpret, justify, relate, summarize, support http://www.flickr.com/photos/christinamatheson/108818379/
  • 19. Add Product or Outcome What do they need? • A book on their topic • A thesis statement • Keyword search strategies (basic or advanced) What is the context? • A class assignment • A real-world scenario http://www.flickr.com/photos/fdecomite/2907794565/
  • 20. All Together Now! Stem + Verb + Product/Outcome By the end of this class, you will be able to identify a scholarly source. 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. http://www.flickr.com/photos/revlimit/2186765034/
  • 21. What’s Wrong Here? Today I’ll talk about… 1. The library website. 2. Database searching for peer-reviewed journals using boolean logic and the thesaurus. 3. How you can search the catalog, search the databases, and use ILL. http://www.flickr.com/photos/mythoto/2604818537/
  • 22. Question Time http://www.flickr.com/photos/sugarhiccuphiccup/5485691671/
  • 23. Have you ever assessed students’ achievement of pre- set learning outcomes? • Nope, not yet. • Yes, a few times. • Yes, regularly. • I’m not sure. http://www.flickr.com/photos/dadaistic_fantastic/5089525186/
  • 24. Today’s Assessment Tools • Polls • Quizzes (pre and post or post only) • Minute papers http://www.flickr.com/photos/azarius/225340667/
  • 25. Polls
  • 26. 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/
  • 29. The Good, the Bad, the Ugly
  • 30. Minute Papers http://www.flickr.com/photos/holtsman/4331034955/
  • 31. Minute Paper Example Questions
  • 32. 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 or complicated questions. • Work in terminology to ensure it’s understood. http://www.flickr.com/photos/djmccrady/6118626233/
  • 33. Best Practices for Question Drafting • Get a reviewer. • If at first you don’t succeed…. More help with constructing questions: http://ets.tlt.psu.edu/learningdesign/effective_ questions/why http://www.flickr.com/photos/djmccrady/6118626233/
  • 34. 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. http://www.flickr.com/photos/xingty/3421423768/
  • 35. Verbal Setup http://www.flickr.com/photos/twenty_questions/2348686991/
  • 36. Survey and Poll Tools • SurveyMonkey: http://www.surveymonkey.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/
  • 41. Review • Write learning outcomes. • Base your questions on the outcomes and on your needs. • Review and reflect on the answers you get. http://www.flickr.com/photos/demonbaby/4228327167/
  • 42. Thank you! Contact me at ssteiner@gsu.edu
  • 43. 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 • Penn State, “Writing Effective Questions to Promote Learning.” http://ets.tlt.psu.edu/learningdesign/effective_questions/ • 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

Notes de l'éditeur

  1. All images are creative commons, cited in the bottom right corner.
  2. Choose your questions and model based on the outcomes you need to meet.
  3. This session will focus on classroom. You have 50 or 75 minutes only—how can you fit in assessment?When we think of assessment, we often think it needs to be really involved in order to be useful. Of course, you can do hugely involved assessments, but that’s not the focus today. This is about how important and beneficial quick stuff can be. Our assessment doesn’t need to have pre and post tests, doesn’t need to span an entire semester, doesn’t need to have IRB approval and pre-testers and a million steps. Formative assessment is utilized to immediately determine whether students have learned what the instructor intended.  This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students.  Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets.Summative assessment is cumulative in nature and is used to determine whether students have met the course goals or student learning outcomes at the end of a course or program.
  4. Example: terminology—article, journal, databaseAssessment is not an end in itelf—it supports change and best practice in teaching.
  5. Did they take away what you thought they were going to take away? If not, why?My favorite lesson: don’t know what a database is. Don’t know the difference between an article and a journal. They tend to be highly constructive
  6. Two part question—have you done both of these things together? There are other kinds of assessments—observation, initial questions—but today we’re going to knit these two things together.
  7. Our first step in good, quick assessment is to write learning outcomes. The assessment questions which you choose will, in general relate specifically to those learning outcomes. They will also provide a roadmap for you, as the instructor, in terms of what you must cover. Whatever assessment method you choose later will tie back to these. A good learning outcome will state what the student will be able to do, and WHY. It will use Bloom’s taxonomy verbs of various cognitive levels.http://valenciacc.edu/facultydevelopment/tla/Candidate/documents/ExamplesandDefinitionsofLOs.pdfDifferent from an objective. Objective states what we aim to do. Outcome describes what the student will be able to do at the end. Learning outcomes are relevant to every part of your tiny assessment plan. Help you to focusHelp to reduce students being overwhelmed
  8. Review the outcomes for this sessionWhich one might be hard to measure?
  9. First step: consider the top three or four class priorities. Write them down. Find a bookIdentify a scholarly articleLocate a scholarly article“Learning outcomes should flow from a needs assessment.  The needs assessment should determine the gap between an existing condition and a desired condition.   Learning outcomes are statements which described a desired condition – that is, the knowledge, skills, or attitudes needed to fulfill the need.  They represent the solution to the identified need or issue.  Learning outcomes provide direction in the planning of a learning activity.”http://www.aallnet.org/Archived/Education-and-Events/cpe/outcomes.html
  10. Future tense—timeframeIdentifies learner (some people say “students”)
  11. Benjamin Bloom, an American educational psychologist, helped to write these in 1956. Domains of learning. Cognitive domain. Also Affective and Psychomotor domains.I want to go through these in depth a little, because they will directly inform your assessment questions. So, as you choose verbs, consider them not just as objectives, but as assessment questions for your post test.
  12. “Knowledge is the act of remembering previously learned material. It’s the lowest level of learning outcomes in the cognitive domain. “
  13. “Comprehension is the ability to grasp the meaning of material. Students can demonstration comprehension through interpretation or summarization of material.These learning outcomes are a stepbeyond just remembering. They represent the lowest level of understanding.”
  14. “Application refers to the ability to use learned material in new and concrete situations.”We do this a lot in one shots.
  15. “Analysis is the ability to break down material so that its organizational structure can be understood. Differentiation, comparing and contrasting, identification.At this point you may notice that some of these verbs are on more than one list.
  16. “Synthesis is the ability to put parts together to form a new whole.”It can be hard to get to this in an hour. Our students often do this at the course level—they have to write a paper, a speech, a bibliography, a literature review. Synthesis is the ultimate goal, in many cases.
  17. “Evaluation is the ability to judge the value of material in a particular scenario. The judgments are to be based on definite criteria. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus value judgments.
  18. This should include context as often as possible without being too wordy or jargon-filled. So, for example, in this last I’ve said “advanced techniques” rather than saying boolean logic, subject header searches.We’ll get to those things, but not in our outcomes. You don’t have to have the context, but I like it. If you don’t include it in your written outcomes, still think about it and be able to articulate the context to the students.
  19. Stem and outcomeDemonstrable/assessableBloom’s cognitive domain—high levelNo jargonOften INCREMENTAL—step-based. They fit together to make a whole.
  20. Learner not identified—teacher focusNot assessablePoor verbNo verbJargon, too specificHUGE in scopeTAKE A BREAK
  21. Two part question—have you done both of these things together? There are other kinds of assessments—observation, initial questions—but today we’re going to knit these two things together.
  22. Just read through, no elaborationWe’re going to talk about each and which might be best for you, given your setting.
  23. Polls are good for feedback throughout the session. They’re great if you have information that builds and is cumulative. So, you can force them to answer a few questions before you move on to the next topic. They’re also a fun active learning exercise and they give you immediate feedback.The questions have to be simpler, with no short answer or essay, but you can have more of them. You can set them up to be embedded on a site/LibGuide (if your students have computers), or use free tools to set them up as text messages. If you have a clicker system, you can use them as well. Not too expensive, but they do cost $$$. (1000 to 2000... Other?) You can take those polls and embed them into PowerPoints, and then the answers will show up there (PollEverywhere). They can also just raise their hands, of course!You can have students work together to submit a group answer, or you can give each individual a clicker. Drawback—can be distracting, can have technical problems, can take up a lot of class time.
  24. Regardless of what method you choose to deliver the content (phone, embedded poll, clicker) you can have different question types. Multiple choice, yes/no.Substantive or friendly—can also help you to set the stage for what you’ll cover in the beginning. These can be great, because they are anonymous in the moment. So, if someone feels shy about raising a hand to say s/he is confused, this can help them to do it without drawing attention to themselves.
  25. So, we’ve all had quizzes—they are my weapon on choice. You can set them to happen at the end, or at the beginning and end to gauge what they knew versus what they know. If you want to measure long-term retention, you can give them the same quiz at a later date. With both quizzes and polls, you can easily convert your learning outcomes to question, if they’re carefully drafted. So, “You will know how to find a book on your topic” becomes “find a book on your topic.”Not more than five “meat” questions, maybe a couple of close out questions that are a bit more free-form.
  26. Pre and post, or just post. Pre and post can gauge learning, post can gauge what they’re walking out with. If you can get teacher cooperation, you can also do them again as a follow up, to gauge retention on various time scales.Some of these are open ended, some multiple choice. It’s a good idea to have a variety. Not too many easy ones, or you may not learn anything useful. You can also format these as quick assignments. Great for classes with one set task—evaluate and cite websites, for example. You can also give them an article citation and ask them to find it. Then describe briefly why they think it’s reputable.
  27. You don’t need to be perfect your first time. If your questions aren’t perfect the first time or your instruction isnt perfect, that’s okay You will realize even as you get more accomplished, that you sometimes don’t say things perfectly! You can correct that on the spot. You can use answers as an opportunity to congratulate them for their awesomeness.
  28. What is a minute paper? You have them write or type for just one minute—only two real questions (and maybe some basic information).On paper or online is your choice. It’s easier to tabulate things online though. Drawbacks:It’s hard to evaluate these in the moment, but you can. It’s also very hard to tie these in with your objectives—however, they are useful. I like to do a combination of hand-raising polling, with a post quiz that has a minute paper attached.
  29. Gives them space to clarify and explain, if they want to. You can also invite them to leave contact info. You’ll see these final questions again in the minute paper, when we talk about that.
  30. With polls and quizzes, if they’re brief, it’s easy to tabulate and review responses immediately. I like to do this. Skim over the answers and address problems right there. “It seems like I was unclear on Point X. Can someone describe the answer? HAVE YOUR ELEVATOR SPEECHES READY.This is the most important step. If you don’t integrate the information, it’s not useful to anyone. We’re not perfect—this kind of thing can be jarring at first. Change can relate to the way the questions are worded, ordered, or what is included, and also in the ways you teach.
  31. Warn the students that it’s coming—but you don’t have to treat it like a test. Just say—”I’m trying to make sure that I’m explaining everything you need, so if you felt something was unclear, please do say so--please help out people who come after you!”Do it ten minutes prior to the end, if at all possible. That way they have five minutes to take it, and you have five minutes to do a final recap and address anything that looks problematic. Have your elevator speeches ready on each of the objectives—be able to talk about each one very quickly and clearly. It’s important that they know WHY this is important. You will use the information to make sure they know everything they need to know. You will use it to make your instruction more effective for future students.
  32. Most of these can be used for both.
  33. Basic: free10 questions per survey100 responses per surveySelect: $17 per month ($204 per year)Unlimited questionsUnlimited responsesCustom urlsSkip logic etc.
  34. Free account: 100 responses per month LIMITED!!!Ten questions per survey or quizPRO account:$200 per year1000 survey responses per monthUnlimited questions per survey or quiz
  35. Free version40 responses per pollPersonal$15 per month ($180 per year)50 responses per pollPresenter model $65 per month ($780 per year)250 responses per poll
  36. Free, but somewhat clunky to use.
  37. List of verbs:http://www.acu.edu/academics/adamscenter/course_design/syllabus/verbs.html