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Sarah Steiner January 11, 2012 ALA TechSource
Have You Already Done One-Shot Assessments?
a. b. c. Nope, not yet. Yeah, a little bit. Yes, regularly!
Have You Ever Written Learning Outcomes or Objectives?
a. Nope, not yet. b. Yeah, a little bit. c. Yes, regularly!
During Today s Class, 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. Compose assessment questions based on our learning outcomes. Select appropriate assessment tool options based on instruction session goals.
Classroom assessment (versus programmatic or institutional) Fast and free assessment tools
± Polls ± Quizzes/Questionnaires ± Minute papers
Formative (immediate) and summative (cumulative) assessment
What Can Quick Classroom Assessment Do?
Identify misunderstandings Identify instructional gaps or disconnects Determine how you spend class time Build your confidence Be a basis for change Provide evidence of efficacy and impact
Don t Be Afraid
What Should I Assess?
± Comprehension ± Retention ± Achievement of learning outcomes
Not to assess:
± ± ± ± Your personal shortcomings Your speaking mistakes Your hairstyle Random things
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
A Good Learning Outcome Will
Identify the audience. Foster understanding of real world applications. Be jargon-free. Be easily measurable. Be action-oriented. Be brief and few in number only three to five. Be linked to learner needs.
Determine the Class Priorities
Choose three to five
± What must the students accomplish? ± What must they know in order to accomplish it? ± What do they already know/find obvious?
Write the Learning Outcomes
Stem + Verb + Product/Outcome
By the end of this class, you will be able to
Verb: Bloom s Taxonomy
Image: London Deanery
Choose Verbs: Knowledge
define, describe, identify, know, label, list, match, name, outline, recall, recognize, reproduce, select, state
Choose Verbs: Comprehension
comprehend, convert, defend, distinguish, estimate, explain, extend, generalize, give an example, infer, interpret, paraphrase, predict, rewrite, summarize, translate
Choose Verbs: Application
apply, change, compute, construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, use
Choose Verbs: Analysis
analyze, break down, compare, contrast, diagram, deconstruct, differentiate, discriminate, distinguish, identify, illustrate, infer, outline, relate, select, separate
Choose Verbs: Synthesis
categorize, combine, compile, compose, create, devise, design, explain, generate, modify, organize, plan, rearrange, reconstruct, relate, reorganize, revise, rewrite, summarize, tell, write
Choose Verbs: Evaluation
appraise, compare, conclude, contrast, criticize, critique, defend, describe, discriminate, evaluate, explain, interpret, justify, relate, summarize, support
Add Product or Outcome
What must they do?
Book on your topic in the catalog Information into a thesis statement Keyword search with advanced techniques
What is the context?
A class assignment Better yet, a real-world context
All Together Now!
Stem + Verb + Product/Outcome By the end of this class, you will be able to construct search statements in order to locate useful books and articles. By the end of this session, you will be able to locate books on your paper topic in the library using the online catalog, GILFind.
What s Wrong Here?
Today I ll talk about
The library website. Database searching for peer-reviewed journals using boolean logic and the thesaurus. How to find everything in the library.
Consider Assessment Options
How can students prove their understanding of your outcomes? Would you like feedback throughout the session, at the beginning and end, or just at the end? How specific do you want to get?
Today s Assessment Tools
Polls Quizzes Minute papers
Best Practices for Question Drafting
Convert your learning outcomes to questions. Include three to five meaty questions, two or three general questions. Avoid overly easy or all of the above answers. Avoid nebulous questions. Work in terminology to ensure it s understood.
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?
Quiz Example Questions
Quiz Example Questions
Minute Paper Example Questions
UC Davis University Library
± Intro questions on basic student information and course information ± What is the most useful thing you learned during this session? ± What is still confusing you?
On the spot? Yes! Look for
Percentage of correct answers. Trends in missed answers. What to change next time.
Keep your chin up.
The Good, the Bad, the Ugly
Survey and Poll Tools
SurveyMonkey: http://www.surveymonkey.com Zoomerang: http://www.zoomerang.com Poll Daddy: http://polldaddy.com/ Poll Everywhere: http://www.polleverywhere.com/ Google Forms: http://www.google.com/google-d-s/forms/
SurveyMonkey and Zoomerang
Write learning outcomes Base your questions on the outcomes and on your needs Be sure to review and reflect on the answers you get
Contact me at firstname.lastname@example.org
Bloom s Taxonomy of Cognitive Domain. http://classweb.gmu.edu/ndabbagh/Resources/Resources2/bloomstax.ht m 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-learningobjectives Utah State University Library, Assessment. http://library.usu.edu/instruct/assessment/index.php Virginia Tech Instruction Clearinghouse. http://www.lib.vt.edu/RIS/clearinghouse/assessments.html