The planning and implementation of a formative assessment initiative for a program of one-shot library workshops, customized via collaboration between a librarian and the classroom faculty teaching First-Year Seminar courses. Covers design of assessment measures tied to learning objectives, integration of two online tools to embed assessment into the workshop experience, impact on ongoing instructional design, program sustainability, and potential applicability beyond library instruction.
6. First-Year Seminar
Library Instruction Program
• Seminars taught by classroom faculty
across the disciplines
• Students’ first core course with a
mandatory library research component
7. First-Year Seminar
Library Instruction Program
• Seminars taught by classroom faculty
across the disciplines
• Students’ first core course with a
mandatory library research component
• Collaboratively designed – highly
customized
13. Formative Assessment
“Anonymous surveys provide us with
the means to … learn about how our
teaching is perceived, while asking
students to reflect on their learning.”
Meretsky, V.J. (2013). Anonymous online student surveys anywhere.
Journal of Teaching and Learning with Technology, 2. Retrieved from
http://jotlt.indiana.edu/article/view/3194
40. Lessons Learned
• Measures of learning are hard
Original Q: When we used the CAARP test
to evaluate potential sources for a
hypothetical college-level research paper,
what is one question you asked yourself
about the source or one clue you found in
the source that helped you in your
evaluation?
41. Lessons Learned
• Measures of learning are hard
Revised Q: Today you used the CAARP test
to evaluate a source. Would you use that
source in a college-level research project?
Why or why not? If your answer is maybe,
list some pros and cons.
43. Lessons Learned
• Classroom faculty = interested, but
overworked!
• Measures of learning are hard
New Q: WHAT'S LEFT? -- As you finish
your project, which of the following do
you anticipate might still be challenging
for you?
44. Lessons Learned
• Measures of learning are hard
• Classroom faculty = interested, but
overworked!
• Perpetual beta
46. How-to Michigan State University
http://libguides.lib.msu.edu/CATs
Sara Miller
Michigan State University
http://libguides.lib.msu.edu/CATs
47. Resources
Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A
handbook for college teachers. San Francisco, CA: Jossey-Bass.
Boston, C. (2002). The concept of formative assessment. ERIC Digest.
Retrieved from http://files.eric.ed.gov/fulltext/ED470206.pdf
Crossfield McIntosh, J. (2013). Teaching the digital native: Using LibGuides
and web 2.0 to engage students in the classroom [Prezi presentation].
Retrieved from http://prezi.com/dx_giqnuynwj/teaching-the-digital-
native/
Gao, W. (2011). Teaching from LIbGuides: Engaging students with activities
and embedding other media [online tutorial]. Retrieved from
http://people.morrisville.edu/~gaow/nelig/
Leibiger, C.A. & Aldrich, A.W. (2013). ‘The mother of all LibGuides’: Applying
principles of communication and network theory in LibGuide design.
ACRL 2013 proceedings. Retrieved from
http://www.ala.org/acrl/acrl/conferences/2013/papers
May, D. & Leighton, H.V. (2013), Using a library-based course page to improve
research skills in an undergraduate international business law course.
Jounral of Legal Studies Education, 30. 295-319.
48. Resources
Meretsky, V.J. (2013). Anonymous online student surveys anywhere. Journal
of Teaching and Learning with Technology, 2. Retrieved from
http://jotlt.indiana.edu/article/view/3194
Miller, S. (n.d.). Embedding a Google form into LibGuides. Retrieved from
http://libguides.lib.msu.edu/content.php?pid=504469&sid=4150414
Springshare (n.d.). LibGuides CMS. Retrieved from
http://www.springshare.com/libguides/cms.html
Springshare (2013). Springshare is the teacher’s pet. Springy News. Retrieved
from http://help.springshare.com/news-19
Staley, S. (2007). Academic subject guides: A case study of use at San José
State University. C&RL, 68. Retrieved from
http://crl.acrl.org/content/68/2/119.abstract
Yelinek, K., Neyer, L., Bressler, D., Coffta, M., & Magolis, D. (2010). Using
LibGuides for an information literacy tutorial. C&RL News, 71. Retrieved
from http://crln.acrl.org/content/71/7/352.full
49. Combining Technologies for
Class-Integrated Assessment
Linda Miles
Public Services Librarian
Yeshiva University
lmiles@yu.eduMay 28, 2014
Thank You!
http://libguides.yu.edu/CombiningTechnologies
Hinweis der Redaktion
Easy to use
Limited if any tech knowledge needed
Ubiquity – close to 3,000 higher ed library subscriptions – just for basic LibGuides
Incoming Students’ Guide for undergraduates
Library guide for graduate students in the education program
LibGuides Community – Springshare
When you set up a guide – you can set it to either allow or disallow other LibGuides users from recycling your material
“Best Of” guide of guides
Video tutorials
Chat widget
As a presentation tool:
Brings together and displays
classroom activities,
resources,
information about relevant library services
Makes them available throughout the semester
Updates immediately available –no need to resend the slides/materials to students
Search boxes directly accessing library catalog /database resources
Poll Everywhere
SoftChalk
PowerPoint
Prezi
YouTube
Google Docs
3) Perpetual Beta
-- Truly formative
– changes to my teaching approach class-by-class
Can be summative for that one, individual session, but not comparative
Data not suitable for comparative analysis because my teaching approach is in perpetual beta
Sara Miller from
Michigan State University
Has provided step-by-step instructions online to embedding a Google Form into a LibGuide
(see resources list at end of presentation)