Steiner: How to Improve Your Library Instruction: Assessment in Five Minutes
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This document provides guidance on using quick assessments in one-shot library instruction sessions. It discusses the benefits of classroom assessment, such as identifying instructional gaps. Various assessment tools are presented, including polls, interactive exercises, and minute papers. Guidelines are given for writing learning outcomes and drafting assessment questions, including using Bloom's Taxonomy verbs and basing questions on the learning outcomes. Examples of poll, questionnaire, and minute paper questions are also included. The document emphasizes reviewing student responses to assessments and reflecting on how to improve instruction.
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Steiner: How to Improve Your Library Instruction: Assessment in Five Minutes
- 1. How to Improve Your Library Instruction: Assessment in Five Minutes Sarah Steiner October 7, 2015
- 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. 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. 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. 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. 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/
- 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. 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. 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. Write the Learning Outcomes Stem + Verb + Product/Outcome http://www.flickr.com/photos/jjpacres/3293117576/
- 12. Stem By the end of this class, you will be able to… http://www.flickr.com/photos/47108884@N07/4594962925/
- 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. 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. 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. 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. 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. 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. Add Product or Outcome What do they need to leave with? • A thesis statement • Keyword search strategies (basic or expert) • 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. 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. 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/
- 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. 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. Polls
- 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 scholarly or popular? • Who is the author of this book? • Are you confused about topic x? http://www.flickr.com/photos/rakka/3451170932/
- 32. The Good, the Bad, the Ugly
- 33. Minute Papers & Muddiest Point http://www.flickr.com/photos/holtsman/4331034955/
- 34. Minute Paper Example Questions
- 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. Best Practices for Question Drafting • Get a reviewer. • If at first you don’t succeed…. http://www.flickr.com/photos/djmccrady/6118626233/
- 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/
- 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. SurveyMonkey
- 42. PollDaddy
- 43. Poll Everywhere
- 44. Google Forms
- 45. Final Review • Write learning outcomes (3 to 5). • 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. 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.” https://teachingcenter.wustl.edu/resources/refining-teaching-methods/asking- questions-to-improve-learning/ • Utah State University Library, “Assessment.” http://library.usu.edu/instruct/assessment/index.php
- 47. Thank you! Contact me at sksteiner@wcu.edu
Hinweis der Redaktion
- All images are creative commons, cited in the bottom right corner.
- Example: terminology—article, journal, database Assessment is not an end in itself—it supports change and best practice in teaching.
- Future tense—timeframe Identifies learner (some people say “students”, some like we)
- Benjamin Bloom, an American educational psychologist, helped to write these in 1956. Domains of learning. Cognitive domain.
- Most of these can be used for both.
- 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 and other fancy things.
- 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