2. WHAT IS ASSESSMENT, EXACTLY?
Figuring out what you want to know
Figuring out how you can know it
Collecting data to that end
3. WHAT IS ASSESSMENT NOT?
Vindication: an attempt to prove or justify something
Evaluation: an immediate measure of your worth, value, or
effectiveness
Automatically going to tell you that you suck.
4. WHAT IS DATA?
Pieces of information that are captured or recorded.
Not just numbers. Qualitative data counts too.
You might already have a lot more sources of data than you
realize.
5. TODAY’S AGENDA:
Teaching and Learning Assessment
Program Assessment
Institutional Level Assessment
6. INSTRUCTIONAL ASSESSMENT:
WHAT DO WE WANT TO KNOW?
Is my teaching effective?
Are students learning?
WHAT are students learning?
From another perspective:
Is students’ approach to research changing? How?
Could the way I teach reinforce negative student habits? Could it have a
positive affect on changing those?
Really specific:
Can students articulate the differences between a popular and scholarly
article?
Does taking students on a building tour increase the likelihood of a favorable
attitude toward the library?
7. TWO TYPES OF INSTRUCTIONAL
ASSESSMENT
Formative helps along the way
Asking: what do you still have questions about?
In-class clicker questions
Summative is assessing after the fact; cumulative.
Paper, project, or bibliography
Final exam
8. LEARNING OUTCOMES
Outcomes are specific and measurable
Outcomes are guides for a sessions’s structure, content, and
teaching methods (pedagogy)
Outcomes can be talking points for faculty – especially when
expectations for a session are unrealistic.
9. WHAT’S THE IDEAL?
In an ideal world, what would you like these students to be able to
do?
What steps would they need to take in order to be able to do
those things?
Can you address any of these steps through your instruction?
How many or how few?
How do you know if the students can do them?
(hint: that last part is assessment!)
10. CATS – CLASSROOM ASSESSMENT
TECHNIQUES
One minute free write
“Muddiest Point”
Class discussion
Worksheets
Think-pair-share or group
review
Concept maps
Groups evaluate source and
present to class
Show two sources, use Poll
Everywhere or clickers to
vote on more appropriate
source
Compare Google vs. Google
Scholar search results
Hoax website experience
Create rubric as a class or
group
Google form
11.
12.
13. USING COURSE ASSESSMENTS
Final papers or projects
Feedback from students
Pre and post session quiz or questionnaire
14. REMEMBER:
If you assess the outcome and it’s not met – this is OK
This could mean:
It’s not achievable in the time you are allotted
There are too many other things going on in class which crowd out focusing
on achieving the outcome
It’s not achievable by the current methods being used in class
Or… several other things.
15. INTERACTIVE TIME
Brainstorm and write down some new ways that you could use
CATs in your own class. You can do this on your own or feel free
to talk to those around you.
16. PROGRAM LEVEL ASSESSMENT
What do you want to know regarding the work that you do with
your library unit or campus department?
How is my liaison work going? What effect is it having?
Is my instruction lining up with course, program, or other outcomes? Do these
outcomes even exist?
17. WHERE CAN YOU FIND
OUTCOMES?
Accreditation standards for your discipline
Program outcomes (ex. First Year Writing)
Departmental/Unit mission statements and Gs and Os
MSU Undergraduate Learning Outcomes
20. INSTITUTIONAL LEVEL
ASSESSMENT
What questions exist at the institutional level?
How do the Libraries affect student learning at MSU?
At what point in their education are MSU students learning information literacy
skills?
What value do the Libraries – our services and collections – have for the
University as a whole?
22. Analytical Thinking – The MSU graduates uses ways of knowing from mathematics, natural sciences, social sciences, humanities, and arts to
access information and critically analyzes complex material in order to evaluate evidence, construct reasoned arguments, and communicate
inferences and conclusions.
Emerging Developing Proficient Exemplary
Acquires, analyzes,
and evaluates
information from
multiple sources
Seeks information from basic
types of sources with minimal
regard for relevance or
quality.
Retrieves information from a
limited range of sources and
identifies biases, strengths,
and weaknesses within those
sources.
Designs and implements
effective strategies to find
relevant sources based on
purpose. Critiques biases,
strengths, and weaknesses of
information sources.
Uses analysis to defend
information choices and reach
original conclusions.
Synthesizes and
applies information
within and across
disciplines
Recognizes multiple
perspectives among sources
of information.
Identifies how information can
be conceptualized differently
within various disciplines.
Examines and integrates
relevant information sources
from multiple disciplinary
perspectives.
Creates a defensible,
compelling work using
multiple disciplinary
perspectives.
Identifies and
applies, as
appropriate,
quantitative
methods for
defining and
responding to
problems
Recognizes the need for and
performs basic quantitative
methods.
Identifies a range of
quantitative methods and
employs them to make
judgments.
Selects quantitative methods
for making sound judgments
and drawing plausible
conclusions based on the
situation.
Critiques biases, strengths, and
weaknesses of quantitative
approaches to reflect on
conclusions and propose
responses to a situation.
Identifies the
credibility, use and
misuse of scientific,
humanistic and
artistic methods
Recognizes a range of inquiry
methods and acknowledges
that they can be misused.
Describes the effective use of
methods and identifies their
misuse in a given contexts.
Judges if methods are credible
and ethical in given contexts.
Selects inquiry methods
ethically and with an
understanding of the
consequences of their misuse.
23. TO SUM UP
What do you want to know about your instruction, or other liaison
efforts?
How can you tie your work in to your discipline’s goals or
outcomes?
Are there larger forces at work that can guide what you’re doing?
How can you find out?
24. HELPFUL SOURCES
MSU Undergraduate Learning Outcomes (formerly Liberal Learning Goals)
http://undergrad.msu.edu/learning
Oakleaf, M. (2010). The Value of Academic Libraries: A Comprehensive
Research Review and Report, American Library Association.
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/val_report.
pdf
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A
handbook for college teachers. San Francisco: Jossey-Bass Publishers.
LB2822.75 .A54 1993 c.2
Notas del editor
In it’s basest form, It’s gathering and recording information.
Assessment should be objective.
If you’re going to make evaluative decisions, you need to have done an assessment to provide you with data to base them on.
Data need to be interpreted in order to understand what they mean.
Doesn’t always have to highlight effectiveness or ineffectiveness.
Assessment CAN be the first step in determining these things. Data can be used in all sorts of ways, but that doesn’t mean it shouldn’t be collected.
Blissful ignorance is tempting sometimes, but dangerous as it never leads to innovation or improvement!
Do you get the “anecdotal” slam? Write it down as it happens and it’s not anecdotal anymore.
Teaching/learning – for classes and student interaction
Program – can use to look at certain areas such as liaison, reference, etc.
Write things on your worksheet
Ask people what they want to know about their classes.
The hardest part of assessment is figuring out what you really want to know.
These are ALL things that can be assessed. Some are harder than others, but they can be done.
Assessment takes work, so make sure that it’s what you REALLY want to know. If it is, it should be worth assessing.
Formative mostly involves your teaching
Summative involves learning
These are how we determine exactly what it is that we want to measure. It also determines how we teach.
Specific: not “understand the library” or “know about databases.” How will you measure those things?
They help you keep on track, design, focus, and pare out any uneccessary content
Tech – it’s a cool toy, but will it help me meet my learning outcomes?
How might I use it in a way that addresses the outcomes?
You can collect worksheets!
These are mostly formative
Different methods you can use to collect data, depending on what you want to know.
There’s more than just assessment going on here – it’s part of the whole design of class.
If tech can help you assess what you’re after, great – if not, use something else.
GOOGLE FORM in libguide
For more, see:
http://cft.vanderbilt.edu/teaching-guides/assessment/cats/ and book at end.
If you can collaborate with instructors, even better! Seeing student work is extremely helpful and you might even have some suggestions.
Final projects: rubrics, source or citation analysis, bibliography check, reflection
This can work to your advantage. Remember it’s data… not evaluation.
Some accrediation standards include information literacy, specifically.
MSU Mechanical Engineering Program Outcomes – these are required for accreditation
Student learning concept, even gives specific course where it’s addressed. I know Heidi is involved in this course. If you weren’t, and found something like this, you could contact that prof and offer your services.
ACRL Value of Academic Libraries report
Drawbacks of learning outcomes rubrics
-Easily misinterpreted
-No clear vision yet as to how to use for assessment purposes
Drawbacks of standardized testing:
-Not adaptable to locally-generated outcomes
-Not holistic or contextual
-Need campuswide buy-in and staff time
-Expensive
i.e. we’re paying a lot of money to see if students meet an outcome that’s not really ours… or if they do well on a test
Drawbacks of curriculum mapping:
-MSU is far too big for this to happen
-Need buy-in across campus
Cross-disciplinary, intentionally. What does this look like in your discipline? What are you already doing that fits into some of these categories?
Are students learning? If so, what? Is my teaching approach effective? What can I do differently? Are there different ways to approach liaison that could yield more benefits?
Reflective reading?