"Using Quick Classroom Assessment Methods to Generate Meaningful Data from One-Shot Instruction Sessions." In retrospect, probably should have titled this something along the lines of "Using Rubric-based Assessment in One-Shot Instructions Sessions."

1. Using Quick Assessment Methods to Generate
Meaningful Data from One-Shot Instruction Sessions
Laura W. Gariepy
Virginia Commonwealth University
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2. A little about the
classes I teach…
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3. Overview
• Developed exercise(s) to assess student
learning based on specific learning
outcomes
• Developed analytic rubrics to assess student
responses (Wiggins, 1998)
• Administered exercises to students before,
during, or after classes
• Assessed student responses (ongoing)
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4. Why this approach?
• Authentic assessment: assesses
artifacts of learning
• Rubrics utilize descriptive criteria to
assess complex student answers in
manageable chunks (Oakleaf, 2009)
• Mutually beneficial for students and for
me
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5. Students
experience
active
learning
opportunity;
we get the
information
we’re after
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6. Plug: Megan Oakleaf and RAILS
• Assistant Professor at iSchool at
Syracuse University
• Information Literacy Instruction and
Assessment
• Founded Rubric Assessment of
Information Literacy Skills (RAILS):
www.railsontrack.info
• Suggested reading included in packet

7. Exercise One:
Turning your Research
Question into a Search
Strategy
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8. Learning Outcome:
Students will be able to
develop a topic-relevant search
strategy related to a research
question in order to search
library resources effectively.
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11. Don’t strain your
eyes! Refer to packet
to read full rubric.

12. Photo courtesy of flickr user the.sprouts via a Creative Commons license

13. Exercise Two:
Topic  Discipline 
Database  Article
(TDDA)
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14. Learning Outcome One:
Students will be able to distinguish
between multidisciplinary and
discipline specific databases in
order to select most appropriate
resources and maximize relevant
results.
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15. Learning Outcome Two:
Students will be able to
locate articles in library
databases in order to
investigate and refine a
research question.
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18. Don’t strain your
eyes! Refer to packet
to read full rubric.

19. Photo courtesy of flickr user the.sprouts via a Creative Commons license

20. The results are in!
(Well, some of them).
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21. - Assessment complete for 10 sections of UNIV
200 (about half)
- 227 students had the opportunity to complete
and turn in both exercises
- 176 (78%) turned in Search Strategy Exercise
- 177 (78%) turned in TDDA Exercise
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22. - Average scores were significantly
higher for TDDA than Search
Strategy:
- 60% avg score for Search Strategy
- 78% avg score for TDDA
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23. - Differences in exercises completed in
class versus either before or after class:
- Big difference in percent of
exercises completed
- Almost no difference in average
scores
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24. - Search Strategy Exercise: In class vs. Outside of class
- Percentage turned in:
- In class: 95%
- Outside (before) class: 65%
- Differences in average scores:
- In class: 61%
- Outside (before) class: 60%
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25. - TDDA Exercise: In class vs. Outside of class
- Percentage turned in:
- In class: 91%
- Outside class (homework): 59%
- Differences in average scores:
- In class: 78%
- Outside class (homework): 76%
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26. - Problem Spots
- Search Strategy Exercise:
- Criteria D: Truncation
- Average score of only 21%
- TDDA Exercise:
- Criteria C: Discipline-specific Databases
- Average score of 61%
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27. Benefits
• Exercises
encouraged
student learning
• Rubrics are good
for assessing
complex answers
as objectively as
possible
• Flexible
• Rich data
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28. Challenges:
• Time
• Articulating
everything
• May or may not
focus on
retention
• In one-shots,
you lose some of
the advantages
of rubrics
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29. Down the Road: Future Uses and Applications
(for me and for you!)
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30. Questions?
Laura W. Gariepy
Questions?
lwgariepy@vcu.edu
(For references, visit
http://bit.ly/VLA2011gariepy)
Classroom
Assessment
+
Teaching /
Learning
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