Presented for the Assessment Symposia for Wichita State University Libraries.

1. ASSESSING STUDENT
LEARNING
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2. EVALUATIONS vs ASSESSMENT
✓ How well did you
teach the class?
✓ Were the students
satisfied with the
experience?
✓ What did the
students learn?
✓ How effective is an
instruction
program?

3. KIRKPATRICK’S LEVELS OF EVALUATION
REVISED MODEL Source

4. “TOPIC EVALUATION”
!
Which topics presented today were most useful?
Which topics were least useful?
What would you like to learn more about?
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5. EXAMPLE
EVALUATION
FORM FOR
EMBEDDED
LIBRARIANS

6. INFORMAL
use of perceptions,
reflections or secondary
evidence to make
inferences about student
learning.
FORMAL
measures of learning are
based on student
performance or
demonstration the learning
itself.
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vs

7. FORMATIVE ASSESSMENT
improve learning
identify strengths and
weaknesses
gauge students’ comprehension
Examples:
concept maps
submit one or two
sentences identifying the
main point of a lecture
ongoing research journals
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8. formative examples
!
reflective writing
“think alouds”
self or peer-evaluations
sentence summaries
demonstrations
tweets
blog reflections

9. SUMMATIVE ASSESSMENT
gauges understanding of a unit or
course
comparing student work against
some standard or benchmark
often high stakes
Examples:
midterm exam
final project presentation
research paper
senior portfolio
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10. research papers
ask instructor for a range of
student papers (2 good, 2
average, 2 bad) & analyze
research portfolios
observe class presentations or
speeches
annotated bibliographies
embed a quiz in Blackboard
summative examples

11. Instruct students write a
paragraph critically
evaluating a source
Have students construct
a citation map or a
concept map
Observe students
working in groups
Have students email you
2 peer reviewed articles
!
Have students complete a
worksheet
Divide students into groups
and have each group do a
mini presentation
Write “Letters to the
Editor”
Instruct students to write a
research reflection (via
social media or Blackboard)
after a couple of days
Do you have a little time . . . . . . or a lot?

12. “minute paper”
!
What is the most significant
or meaningful thing you
have learned during this
session?
What questions remain in
your mind following this
session?

13. “recall & summarize”
In the order of importance,
please list the most
important concepts or skills
presented in this session.
!
Please summarize the above
points into a single sentence.
!
Additional comments or
suggestions?

14. “transfer & apply”!
What are some interesting techniques or strategies that were
presented or occurred to you from today's session?
How can you apply these techniques or strategies to your
research?
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15. “muddiest point”
!
“What was the muddiest point
in [the lecture, training, library
session worksheet, etc.]?”
The term “muddiest” means
“most unclear” or “most
confusing.”

16. “What will you do differently?”
What is the most important
thing you learned from this
class?
When working on research
projects and searching for
information, what will you
do differently based on
what you learned in this
session?

17. scenario-based exercises

18. Pre- and post-tests
Faculty feedback
Assignment analysis
Follow-up sessions
more data collection methods
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19. SO HOW DOYOU KNOW IF
THEY LEARNED ANYTHING?

20. PERFORMANCE BASED
ASSESSMENT
Authentic learning
experiences
Application of knowledge
and skills
It's like teaching someone to
ride a bike!
Transferability
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21. RUBRICS
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22. RUBRIC CHARACTERISTICS
Matrix of performance levels
for a given task
Professional competencies or
class outcomes
Breaks performance into
levels
Beginning (lowest)
Developing (second)
Accomplished (third)
Mastery (highest)
Identifies performance
characteristics for each level
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23. Example:
Communication research class
As a result of the library instruction session, students will be able to:
recognize that existing information can be combined with
original thought, experimentation, and/or analysis to produce
new information.
select efficient and effective approaches for accessing
information needed for research.
analyze the use of scholarly sources to in order to complete
research for a marketing plan.

25. FINALTHOUGHTS . . .

26. set clear expectations
Examples:
Find a minimum of 3 citations.
Evaluate a source according to
credibility, authority, accuracy,
relevance, and purpose.
Locate 4 peer reviewed
sources.
Discuss at least 2 reasons why a
source is relevant to your topic.
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List out criteria for assessment.

27. to make your life (& the students’
lives) easier, remember:
Tie assessment to learning outcomes
Self-reflection doesn't tell you about
learning
Tests & quizzes aren't always reliable
instruments
Always try to provide feedback as
quickly as possible
Focus on transferable skills
Try to stick to performance-based
assessment (essays, worksheets) -
rubrics make these easy to score
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