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.

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/

7. Outcome Versus Objective
https://flic.kr/p/57zSfN

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/

13. Verb: Bloom’s Taxonomy
http://www.flickr.com/photos/tryingmyhardist/1366874433/

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/

23. Question Time
http://www.flickr.com/photos/sugarhiccuphiccup/5485691671/

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/

28. Quizzes/Questionnaires

29. Questionnaire Example
Questions

30. Questionnaire Example
Questions

31. Questionnaire Example
Questions

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/

38. Verbal Setup
http://www.flickr.com/photos/twenty_questions/2348686991/

39. Question Delivery Tools
https://flic.kr/p/qVNyBQ

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