1. 1. INFORMATIONLITERACYASSESSMENT:FROM THE CLASSROOMTO THE CURRICULUMSara Miller - October 11, 2012
2. 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. 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. 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. 5. TODAYS AGENDA: Teaching and Learning Assessment Program Assessment Institutional Level Assessment
6. 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. 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. 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. 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. 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. 11. USING COURSE ASSESSMENTS Final papers or projects Feedback from students Pre and post session quiz or questionnaire
12. 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. 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. 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. 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. 16. MSU NURSING
17. 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?
18. 18. INSTITUTIONAL LEVELASSESSMENT UG Learning Outcomes Rubric Assessment Standardized testing SAILS, iSKILLS, ILT Curriculum Mapping
19. 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. 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. 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