Here are notes for the best two sessions I attended at LOEX 2011.
Authentic Assessment – Laura Saunders
- Traditional focus of assessment was inputs and outputs measuring satisfaction and perceptions
- This method is not measuring learning
- different types of assessment. Direct/Authentic: Measures actual learning, tied to predetermined goals, involves feedback then adjustment. Ex: Assignments or tests scored against rubrics, portfolios, capstone projects.
- Indirect. Measures perceptions of learning or other outcomes such as satisfaction. Not measured against predetermined goals. Ex: course/class evaluations, focus groups, interviews, surveys.
- First steps. Backwards design. 1. Define learning outcomes. 2. Identifying evaluative measures/developing rubrics. Not yes or no answers. 3. Creating learning activities.
- Assessment examples: Utah State Assessment Tools, http://library.usu.edu/instruct/assessment/index.php; RAILS, http://railsontrack.info/; Jon Mueller’s Authentic Assessments, http://jfmueller.faculty.noctrl.edu/toolbox/; University of Maryland – sample assignments, http://umuc.edu/library/tutorials/information_literacy/example.shtml
- Give assessments before the end, so they cant leave they are done.
Classroom Assessment Techniques in One-Shot Instruction Sessions
- Discussed a series of strategies for assessment in one-shot library instruction
- Poll everywhere(survey technique, just basic texting costs)
- Background: took ACRL immersion assessment program
- Her epiphany: Assessment is more than a large institution wide program. value in assessing student learning just for the sake of student learning
- Background of teaching she does (VCU), Undergrad students; University 200 class, main class she teaches, about writing a research paper
- Her “bible” of assessment: Classroom Assessment Techinques by Thomas Angelo and Patricia Cross. (also recommended by other assessment session)
- Classroom Assessment Techniques (CATs)
- Examples: CAT 1 , Background Knowledge Probe: questionnaire to assess students’ prior knowledge or background knowledge. Generally prior to class. SurveyMonkey, PollEverywhere, Google Docs.
- CAT 2, Classroom Opinion Poll: Use polls to discover opinion, attitudes, or experiences (how confident do you feel how to email yourself an article from ASC.)
- CAT 3, Misconception/Preconception Check: Discover what students might need to unlearn. Before or after class. SurveyMonkey, PollEverywhere, raising hands.
- CAT 4, Minute Paper: Based on two questions. What was the most useful thing you learned today? What questions do you still have that remain unanswered? She adds a PS line for their email if they want her to answer any questions. Asks the questions during the middle of class. The audience offered “What did you learn today that you will use tomorrow?” as a third question.
- CAT 5, Directed Paraphrases: Asks students to restate what they learned in their own words with a specific prompt. Ex: in a few sentences, describe in your own words how the Boolean operator “AND” can be used to search for information on your research question in library databases and the catalog. She created rubrics to grade learning objectives. Used answers to identify that her language needs to be consistent.
- CAT6, Topic, Discipline, Database, Article (Her own CAT): Asks students to situate their research question in a discipline, locate relevant discipline specific databases, and locate one article.