General Principles of Intellectual Property: Concepts of Intellectual Proper...
Steiner Workshop: How to Improve Your Library Instruction
1. How to Improve Your Library
Instruction: Assessment in Five
Minutes
Sarah Steiner
March 4, 2015
2. During Today’s Session, 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 (with an eye to the new IL framework).
• Compose assessment instruments based on our
learning outcomes.
• Select appropriate assessment tools based on your
instruction goals and population.
http://www.flickr.com/photos/topgold/4858921901/
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 of integral concepts
– Retention
– Achievement of learning outcomes
• Not to assess:
– Your personal shortcomings
– Your speaking mistakes
– Your hairstyle
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/
8. 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/
9. 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.
• Be appropriately narrow.
http://www.flickr.com/photos/auntiep/4310267/
10. Determine the Class Priorities
http://www.flickr.com/photos/paloetic/4795592340/
• Choose two to five.
– What must the students accomplish?
– What must they comprehend in order
to accomplish it?
– What is likely to trip them up?
– What do they already know/find
obvious?
20. Add Product or Outcome
What do they need to leave with?
• A thesis statement
• Keyword search strategies (basic or advanced)
• Understanding of the research process
• Ability to critically analyze a source
What is the context?
• A class assignment
• A real-world scenario
http://www.flickr.com/photos/fdecomite/2907794565/
21. All Together Now!
Stem + Verb + Product/Outcome
By the end of this class, you will have the skills to
construct a usable and adaptable thesis
statement for your class paper.
This session will equip you with the tools you
need to critically analyze a scholarly work.
Today, we will explore methods that you can use
to select the best resources for you through the
article collection called PsycINFO.
http://www.flickr.com/photos/revlimit/2186765034/
22. 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. Where you click to search the catalog,
search the databases, and place an ILL
request, and every step you’ll take to
accomplish these processes.
http://www.flickr.com/photos/mythoto/2604818537/
24. Have you ever assessed
student learning in class?
• Nope, not yet.
• Yes, a few times.
• Yes, regularly.
• I’m not sure.
http://www.flickr.com/photos/dadaistic_fantastic/5089525186/
25. Today’s Assessment Tools
• Polls
• Interactive exercises
• Quizzes/questionnaires (pre and post or
post only)
• Minute papers & muddiest point
http://www.flickr.com/photos/azarius/225340667/
27. 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/
35. Best Practices for Question
Drafting
• Convert your learning outcomes to
questions.
• Include three to five “meaty” questions,
two or three general questions.
• Eliminate 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/
36. Best Practices for Question
Drafting
• Get a reviewer.
• If at first you don’t succeed….
http://www.flickr.com/photos/djmccrady/6118626233/
37. 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/
45. 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/
47. Other Resources
• Ambrose, Susan et al. How Learning Works: Seven Research-Based Principles for
Smart Teaching. Jossey-Bass, 2010.
• Bloom et al.’s Taxonomy of the Cognitive Domain.
http://www.edpsycinteractive.org/topics/cognition/bloom.html
• Clay, Ben. Is This a Trick Question? A Short Guide to Writing Effective Test
Questions. http://www.k-state.edu/ksde/alp/resources/Handout-Module6.pdf
• 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
• Oakleaf, Megan. “A Roadmap for Assessing Student Learning Using the New
Framework for Information Literacy for Higher Education.” In The Journal of
Academic Librarianship, 40.5, 510-514.
http://www.sciencedirect.com/science/article/pii/S0099133314001451
• TheTeaching Center, “Asking Questions to Improve Learning.”
http://teachingcenter.wustl.edu/strategies/Pages/askingquestions.aspx#.VPXu1uH
G_nM
• Utah State University Library, “Assessment.”
http://library.usu.edu/instruct/assessment/index.php
Notes de l'éditeur
“Application refers to the ability to use learned material in new and concrete situations.”
We do this a lot in one shots.
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.
.
Absorbed Zoomerang
Basic: free
10 questions per survey
100 responses per survey
No fancy things like skip logic
Select: $26 per month ($312 per year)
Unlimited questions
Unlimited responses
Custom urls
Skip logic etc.
Can handle short answer, you can embed images, and it does quizzes and surveys in addition to polls.
If you’re asking what the difference is between a quiz and a survey in terms of this software, if you structure your setup as a quiz, you can set it to know the correct answers in advance.
Free account:
Used to be limited to 100 responses per month, but they took that away. So, the free version should be everything you want unless you want custom urls.
This is usable with any computer, tablet, or phone—even old ones, and it can handle short comment answers. You can embed in PowerPoint.
Free version
25 responses per poll or 40 responses per poll if you are in K through 12 or higher education. They don’t love public libraries, apparently.
The pricing beyond that point gets kind of complicated based on your situation, but it’s $14 per month and up.
Free, but somewhat clunky to use.
List of verbs:http://www.acu.edu/academics/adamscenter/course_design/syllabus/verbs.html