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Formative Assessment Strategies for Library Instruction
@librarianliss [email protected]
www.melissamallon.com/presentations/
Melissa Mallon Coordinator of Instruction, Wichita State University
Libraries
Agenda
• Assessment basics
• Tips for planning your assessment
• Instructional technologies for assessing student learning
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Assessment BasicsPhoto Credit: laurabillings via Compfight cc
Assessment as learning
Evaluations vs Assessment
✓ How well did you teach the class?
✓ Were the students satisfied with the experience?
✓ What did the students learn?
✓ Were your learning outcomes appropriate?
Informal
Use of perceptions, reflections or secondary evidence to make inferences about student learning.
FormalMeasures of learning are based on student performance or demonstration the learning itself.
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Formative
Improve learning
Identify strengths and weaknesses
Gauge students’ comprehension
vsSummativeGauges understanding of a unit or course
Comparing student work against some standard or benchmark
Often high stakes
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Formative examples Reflective writing
“Think alouds”
Self or peer-evaluations
Sentence summaries
Demonstrations
Tweets
Blog reflections
Things to keep in mindSelf-reflection doesn't tell you about learning
Tests & quizzes aren't always reliable instruments
Always try to provide feedback as quickly as possible
Focus on transferable skills
Try to stick to performance-based assessment (essays, worksheets) - rubrics make these easy to score
Tie assessment to learning outcomes
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On the fly adjustmentsBuild in “muddiest point” or “minute paper” techniques early in the session
Be ready to scrap a lesson and change course
Come prepared with ideas for alternate activities
Collect student email address to provide feedback after class
Image Source
Assessment StrategiesPhoto Credit: woodleywonderworks via Compfight cc
Instruct students write a paragraph critically evaluating a source
Have students construct a citation map or a concept map
Observe students working in groups
Have students email you 2 peer reviewed articles
Have students complete a worksheet
Divide students into groups and have each group do a mini presentation
Write “Letters to the Editor”
Instruct students to write a research reflection (via social media)
Do you have a little time . . . . . . or a lot?
“Recall & summarize”
In the order of importance, please list the most important concepts or skills presented in this session.
Please summarize the above points into a single sentence.
Additional comments or suggestions?
“Transfer & apply”What are some interesting techniques or strategies that were presented or occurred to you from today's session?
How can you apply these techniques or strategies to your research?
By Charlieowen1994 (photo Previously published: no) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
Scenario-based exercises
Instructional Technologies
Online collaborative spacesTools
Padlet
Google Docs
Prezi
Uses
Group work
Evaluate sources
Brainstorm topics
Spotlight on . . . Padlet
http://padlet.com/
Share “boards” with students via links or have them create their own & share with you
Have students work in groups or individually
Uses
Curate information from the web
Answer questions posed by librarian
Categorize information
www.melissamallon.com/presentations/
Social mediaTools
WordPress
Google+
Uses
Synthesis
Peer review
Collaboration
Spotlight on . . . Twitter
http://twitter.com
Uses
Have students respond to questions in class
Set up hashtag for questions after the session | ex. #comm430research
“Live tweeting” during class
Sentence summaries
Manage/monitor tweets with Hootsuite
Polling Tools
Poll Everywhere
Google Forms
LibGuides
Socrative
Uses
Group discussion
Comprehension checks
Evaluations
Spotlight on . . . Poll Everywhere
http://www.polleverywhere.com
Real-time results
Responses via text message, web form (mobile or desktop)
Multiple choice or short answer question formats
Display methods
Have up before class starts
Embed in LibGuide or LMS
BrainstormingTools
MindMeister
Coggle
bubbl.us
Popplet
Uses
Topic development
Searching
Spotlight on . . . MindMeisterhttp://www.mindmesiter.com
Free accounts limited to 3 maps that can be saved and shared
Have students create maps based on their individual topics
Create a map together as a class & post on LibGuide
InfographicsTools
Easel.ly
Infogr.am
Piktochart
Uses
Synthesis
Source evaluation
Research timelines
Spotlight on . . . easel.ly
http://www.easel.ly/
Need a free account
set up dummy account for all students to use
Good for group projects
Lots of themes, background, colors, etc to choose from
Can download as pdfs
Game-based learningTools
Kahoot!
Stencyl
FlipQuiz
Uses
Evaluation
Critical thinking
Flipped classrooms
Spotlight on . . . FlipQuiz
http://flipquiz.me/
Jeopardy-like game
Have students tell you what to press, or have a “host” on instructor computer
Embed in LibGuides or Blackboard
Free account limited to 30 questions (6 categories with 5 questions each)
Final Thoughts . . .
Set clear expectations
Examples:
Find a minimum of 3 citations.
Evaluate a source according to credibility, authority, accuracy, relevance, and purpose.
Locate 4 peer reviewed sources.
Discuss at least 2 reasons why a source is relevant to your topic.
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List out criteria for assessment.
Plan accordinglySet up dummy accounts if needed
Provide clear instructions (handout or LibGuide)
Practice with your colleagues!
Remember . . . don’t get caught in a
tech trap!
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Thank you!
ACRL E-Learning Webcasts: Beyond Worksheets: Using
Instructional Technologies for Authentic Assessment of Student
Learning (April 7, 2015)
http://www.ala.org/acrl/beyondworksheets
ALA eCourses: Assessing Student Learning with
Instructional Technologies (Summer 2015)
Melissa Mallon@librarianliss
[email protected] www.melissamallon.com/presentations/
Photo Credit: Avard Woolaver via Compfight cc
Future learning opportunities
