Teaching to the Task
Authentic Assessment
And
Information Literacy
Dr. Rob HallisInstructional Design LibrarianAssociate Professor of Library ServicesBME, BM, BA, MM, MLIS, Ph.D.University of Central Missouri
Informing the Conversation
Bridging the Divides
What
I Know
GeneralKnowledgeScholarlyResearch
Bridging Academic Information
Bridging Academic Perspectives
• Student • Prof
Biggest Obstacle
Authentic Assessment
• "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).
• "Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).
Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/index.htm 10/31/2015Wiggins, G. P. (1993). Assessing student performance. San Francisco: Jossey-Bass PublishersStiggins, R. J. (1987). The design and development of performance assessments. Educational Measurement: Issues and Practice, 6, 33-42.
ACLR Information LiteracyStandards
• Determine the extent of information needed
• Access the needed information effectively and efficiently
• Evaluate information and its sources critically
• Incorporate selected information into one’s knowledge base
• Use information effectively to accomplish a specific purpose
• Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
http://www.ala.org/acrl/standards/informationliteracycompetency#ildef
ACRL Information LiteracyFramework
• Investigate threshold concepts in your discipline and gain an understanding of the
approach used in the Framework as it applies to the discipline you know.
• — What are the specialized information skills in your discipline that students should develop, such as using primary sources (history) or accessing and managing large data sets (science)?
• Look for workshops at your campus teaching and learning center on the flipped classroom and consider how such practices could be incorporated into your courses.
• — What information and research assignments can students do outside of class to arrive prepared to apply concepts and conduct collaborative projects?
• Partner with your IT department and librarians to develop new kinds of multimedia assignments for courses.
• — What kinds of workshops and other services should be available for students involved in multimedia design and production?
• Help students view themselves as information producers, individually and collaboratively.
• — In your program, how do students interact with, evaluate, produce, and share information in various formats and modes?
• Consider the knowledge practices and dispositions in each information literacy frame for possible integration into your own courses and academic program.
• — How might you and a librarian design learning experiences and assignments that will encourage students to assess their own attitudes, strengths/weaknesses, and knowledge gaps related to information?
http://www.ala.org/acrl/standards/ilframeworkapps#suggestions
Critical Thinking
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
http://www.criticalthinking.org/pages/defining-critical-thinking/766
Personal Information • Challenges for Students
• Limited experience
• Linking current Information to Scholarly Articles
• Building a context to structure scholarly information
• Reconciling contradictory information
• Critical Thinking• Building a context
• Evaluating Information
• Integrating information
https://www.flickr.com/photos/cambodia4kidsorg/358283629
Personal Information
Points of assessment
• Mechanics: Formatting Citation
• Critical Thinking• Locating Information
• Evaluating Information
• Integrating Information
• Establishing a context
• Appropriately referencing
Commercial Conversations
• Challenges for Students• Limited experience
• Linking current Information to Scholarly Articles
• Building a context to structure scholarly information
• Reconciling contradictory information
• Critical Thinking• Building a context
• Evaluating Information
• Integrating information
https://www.flickr.com/photos/mariettaga/6192647237
Points of assessment
• Mechanics: Formatting Citation
• Critical Thinking• Locating Information
• Evaluating Information
• Integrating Information
• Establishing a context
• Appropriately referencing
Current Information
Finding Background Information• Read an article about
building collapse in Bangladesh
• Key Terms
• Bangladesh
• “garment factory”
• “American companies”
• Gap | “Children’s Place”
• Disaster \ Collapse
Current News
• Challenges for Students• Limited experience
• Linking current Information to Scholarly Articles
• Building a context to structure scholarly information
• Reconciling contradictory information
• Critical Thinking• Building a context
• Evaluating Information
• Integrating information
Points of assessment
• Mechanics: Formatting Citation
• Critical Thinking• Locating Information
• Evaluating Information
• Integrating Information
• Establishing a context
• Appropriately referencing
Professional Conversations
• Challenges for Students• Limited experience
• Unfamiliar with disciplines / professions
• Locating Professional
• Sites
• Employment information
• Critical Thinking• Building a context
• Evaluating Information
• Integrating information
Points of assessment
• Mechanics: Formatting Citation
• Critical Thinking• Locating Information
• Evaluating Information
• Integrating Information
• Establishing a context
• Appropriately referencing
ScholarlyResearch
Academic Information
• Challenges for Students• Limited experience
• Linking current Information to Scholarly Articles
• Building a context to structure scholarly information
• Reconciling contradictory information
• Critical Thinking• Building a context
• Evaluating Information
• Integrating information
https://www.flickr.com/photos/hikingartist/6172356234
Points of assessment
• Mechanics: • Formatting Citation
• Int3egrating Sources
• Critical Thinking• Locating Information
• Evaluating Information
• Integrating Information
• Establishing a context
• Appropriately referencing
Common Challenges and Assessments across the conversations
Common Challenges
• Challenges for Students• Limited experience
• Linking current Information to Scholarly Articles
• Building a context to structure scholarly information
• Reconciling contradictory information
• Critical Thinking• Building a context
• Evaluating Information
• Integrating information
Common Points of Assessment
• Mechanics: • Formatting Citation
• Integrating Sources
• Critical Thinking• Locating Information
• Evaluating Information
• Integrating Information
• Establishing a context
• Appropriately referencing
Questions
CREDITSCreated by Robert Hallis
Design & Graphics Robert HallisScreens from each vendor accurate as of
10/2014
THANKYOU