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Steiner Workshop: How to Improve Your Library Instruction


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Steiner Workshop: How to Improve Your Library Instruction

  1. 1. How to Improve Your Library Instruction: Assessment in Five Minutes Sarah Steiner March 4, 2015
  2. 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/
  3. 3. Our Focus http://www.flickr.com/photos/rogersg/3814863064/ • Classroom assessment (versus programmatic or institutional) • Fast and free assessment tools – Polls – Interactive exercises – Quizzes/Questionnaires – Minute papers & muddiest point
  4. 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. 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. 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/
  7. 7. Outcome Versus Objective https://flic.kr/p/57zSfN
  8. 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. 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. 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?
  11. 11. Write the Learning Outcomes Stem + Verb + Product/Outcome http://www.flickr.com/photos/jjpacres/3293117576/
  12. 12. Stem By the end of this class, you will be able to… http://www.flickr.com/photos/47108884@N07/4594962925/
  13. 13. Verb: Bloom’s Taxonomy http://www.flickr.com/photos/tryingmyhardist/1366874433/
  14. 14. Choose Verbs: Knowledge Students will… define, describe, identify, know, label, list, match, name, outline, recall, recognize, reproduce, select, state http://www.nwlink.com/~donclark/hrd/bloom.html http://www.flickr.com/photos/reway2007/4693202935/
  15. 15. Choose Verbs: Comprehension Students will… comprehend, convert, defend, distinguish, estimate, explain, extend, generalize, give an example, infer, interpret, paraphrase, predict, rewrite, summarize, translate http://www.flickr.com/photos/bsmith4815/112307904/
  16. 16. Choose Verbs: Application Students will… apply, change, compute, construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, use http://www.flickr.com/photos/28478778@N05/5729009434/
  17. 17. Choose Verbs: Analysis Students will… analyze, break down, compare, contrast, diagram, deconstruct, differentiate, discriminate, distinguish, identify, illustrate, infer, outline, relate, select, separate http://www.flickr.com/photos/billselak/2709756134/
  18. 18. Choose Verbs: Synthesis Students will… categorize, combine, compile, compose, create, devise, design, explain, generate, modify, organize, plan, rearrange, reconstruct, relate, reorganize, revise, rewrite, summarize, tell, write http://www.flickr.com/photos/littleredelf/3081832532/
  19. 19. Choose Verbs: Evaluation Students will… appraise, compare, conclude, contrast, criticize, critique, defend, describe, discriminate, evaluate, explain, interpret, justify, relate, summarize, support http://www.flickr.com/photos/christinamatheson/108818379/
  20. 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. 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. 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/
  23. 23. Question Time http://www.flickr.com/photos/sugarhiccuphiccup/5485691671/
  24. 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. 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/
  26. 26. Polls
  27. 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/
  28. 28. Quizzes/Questionnaires
  29. 29. Questionnaire Example Questions
  30. 30. Questionnaire Example Questions
  31. 31. Questionnaire Example Questions
  32. 32. The Good, the Bad, the Ugly
  33. 33. Minute Papers & Muddiest Point http://www.flickr.com/photos/holtsman/4331034955/
  34. 34. Minute Paper Example Questions
  35. 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. 36. Best Practices for Question Drafting • Get a reviewer. • If at first you don’t succeed…. http://www.flickr.com/photos/djmccrady/6118626233/
  37. 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/
  38. 38. Verbal Setup http://www.flickr.com/photos/twenty_questions/2348686991/
  39. 39. Question Delivery Tools https://flic.kr/p/qVNyBQ
  40. 40. Question Delivery Tools • SurveyMonkey: http://www.surveymonkey.com • Poll Daddy: http://polldaddy.com/ • Poll Everywhere: http://www.polleverywhere.com/ • Google Forms: http://www.google.com/google-d-s/forms/ http://www.flickr.com/photos/litlnemo/5045121567/
  41. 41. SurveyMonkey
  42. 42. PollDaddy
  43. 43. Poll Everywhere
  44. 44. Google Forms
  45. 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/
  46. 46. Thank you! Contact me at sksteiner@wcu.edu
  47. 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

Hinweis der Redaktion

  • “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