UTSA Symposium 2006UTSA Symposium 2006

Assignments as Assignments as AssessmentAssessment

Michelle S. MilletMichelle S. MilletInformation Literacy CoordinatorInformation Literacy Coordinator

Trinity UniversityTrinity University

Today’s ObjectivesToday’s Objectives

Attendees will discover ways to create Attendees will discover ways to create assignments within the context of assignments within the context of library instruction to use as library instruction to use as assessment tools;assessment tools;

Attendees will learn about the theory Attendees will learn about the theory behind assessment in higher behind assessment in higher education; and education; and

Attendees will practice creating an Attendees will practice creating an assignment to ensure that I practice assignment to ensure that I practice what I preach.what I preach.

Question 1: Who, on your Question 1: Who, on your campus, is responsible for campus, is responsible for

assessing student learning?assessing student learning?

Today’s FocusToday’s Focus

Out of the library classroomOut of the library classroom Can be used in addition to instruction Can be used in addition to instruction

Today, we’re talking Today, we’re talking about…about…

AssignmentsAssignments– Create a sense of valueCreate a sense of value– Build relationship with facultyBuild relationship with faculty– Build relationship with students Build relationship with students

Two BirdsTwo Birds Continuing or introducing the Continuing or introducing the

concepts of information literacy concepts of information literacy

Question 2: How often do Question 2: How often do you wish you had more you wish you had more time time

with the students?with the students?

When….When….

to add an assessment?to add an assessment?– Before class (pre-assess Before class (pre-assess

knowledge/comfort levels)knowledge/comfort levels)– After class (what did students retain? After class (what did students retain?

How does this relate to learning?)How does this relate to learning?)– During classDuring class

Directly tied to your objectivesDirectly tied to your objectives

Examples…Examples…

Pre/Post TestingPre/Post Testing

Research LogResearch Log

DateDate TopiTopicc

Source Source ConsultedConsulted

SearcSearch h Terms Terms Used Used

Results/Results/

CommentComments/Follow-s/Follow-UpUp

Bibliography AnalysisBibliography Analysis

Work with faculty to define rubrics.Work with faculty to define rubrics. Make sure you comment on the Make sure you comment on the

bibliographies.bibliographies. Often begins with the “signed” Often begins with the “signed”

bibliography.bibliography.

Tiered InstructionTiered Instruction

Goes back to more time….Goes back to more time….– What if students had to complete a What if students had to complete a

reference assignment before your class?reference assignment before your class?– What if students had to complete an What if students had to complete an

information literacy self assessment?information literacy self assessment?

Example Background Example Background Information AssignmentInformation Assignment

Examine and annotate the following three Examine and annotate the following three sources. Annotations should begin with a sources. Annotations should begin with a correctly formatted citation and run 3-5 correctly formatted citation and run 3-5 sentences in length. Please provide a brief sentences in length. Please provide a brief description followed by an evaluative description followed by an evaluative summary. Consider the following summary. Consider the following questions: Will it be useful in your questions: Will it be useful in your research? Why or why not? What are the research? Why or why not? What are the author’s credentials? Is there a author’s credentials? Is there a bibliography? Does it include primary bibliography? Does it include primary sources? Use your judgment. sources? Use your judgment.

Example Self-AssessmentExample Self-Assessment I am comfortable using the library and doing I am comfortable using the library and doing

research.research. I usually have no problems finding information I I usually have no problems finding information I

need. need. I can effectively search library catalogs and I can effectively search library catalogs and

databases.databases. Once I have a list of the sources I need to consult, I Once I have a list of the sources I need to consult, I

can easily locate and obtain them.can easily locate and obtain them. I am familiar with the different kinds of information I am familiar with the different kinds of information

sources available.sources available. I know the best reference books, indexes, and I know the best reference books, indexes, and

other general resources to use to get background other general resources to use to get background information on my topic.information on my topic.

““Teaching without Teaching without learning is just learning is just

talking.”talking.”

Thomas A. Angelo and K. Patricia Cross. Thomas A. Angelo and K. Patricia Cross. Classroom Assessment Techniques: A Classroom Assessment Techniques: A Handbook for College TeachersHandbook for College Teachers, 2, 2ndnd ed. San Francisco: Jossey-Bass Publishers, ed. San Francisco: Jossey-Bass Publishers, 1993, 3.1993, 3.

Why?Why?

The Theory of AssessmentThe Theory of Assessment

Higher EducationHigher Education– A Nation at Risk (1983)A Nation at Risk (1983)

LibrariesLibraries– Parallel programmatic assessmentParallel programmatic assessment

Library InstructionLibrary Instruction– ACRL Standards (1989)ACRL Standards (1989)

Assessment vs. EvaluationAssessment vs. Evaluation

Evaluation of TeachingEvaluation of Teaching– How did we do?How did we do?

Assessment of LearningAssessment of Learning– What did you learn? What did you learn?

Classroom EvaluationClassroom Evaluation

Assessment of LearningAssessment of Learning

How?How?

Measurable Goals/ObjectivesMeasurable Goals/Objectives– Start with three and make one Start with three and make one

measurablemeasurable Tie these to course goalsTie these to course goals

The Creative ProcessThe Creative Process

Begin with your measurable Begin with your measurable objectiveobjective

Consult Bloom’s for guidanceConsult Bloom’s for guidance Remember the nuts and bolts:Remember the nuts and bolts:

– Vary the assignment for the class if Vary the assignment for the class if necessarynecessary

– Be firm about deadlines if you canBe firm about deadlines if you can– Take the time to add commentsTake the time to add comments

Is this going to be graded?Is this going to be graded?

Yes!Yes! Remember to keep your promises to Remember to keep your promises to

students.students.

Take Your Own AdviceTake Your Own Advice

Don’t assumeDon’t assume Allow enough timeAllow enough time CollaborateCollaborate Try it yourselfTry it yourself

Let’s Try one!Let’s Try one!

Class: Latin American Cultures. Common Class: Latin American Cultures. Common Curriculum Course, all levels, all majors.Curriculum Course, all levels, all majors.

Students are assigned three primary Students are assigned three primary sources and they have to decide if sources and they have to decide if violence in conquest of Mexico is violence in conquest of Mexico is justified. justified.

Objective?Objective? What kind of assignment could we tie to What kind of assignment could we tie to

this course? this course?

Group WorkGroup Work

Work in pairs to finish worksheet.Work in pairs to finish worksheet.

Thanks!Thanks!

www.trinity.edu/mmilletwww.trinity.edu/mmillet

Presentation and stuff will be Presentation and stuff will be there!there!