Quick Writes to the Rescue! Assessing Student Learning through Di

Georgia Southern University Digital Commons@Georgia Southern Georgia International Conference on Information Literacy Aug 23rd, 2:45 PM - 4:00 PM Quick Writes to the Rescue! Assessing Student Learning through Direct Evidence Henri Mondschein J.L.S., Ed.D California Lutheran University, mondsche@callutheran.ledu Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/gaintlit Part of the Curriculum and Instruction Commons, and the Information Literacy Commons Recommended Citation Mondschein, Henri J.L.S., Ed.D., "Quick Writes to the Rescue! Assessing Student Learning through Direct Evidence" (2013) Georgia International Conference on Information Literacy 19 https://digitalcommons.georgiasouthern.edu/gaintlit/2013/2013/19 This presentation (open access) is brought to you for free and open access by the Conferences & Events at Digital Commons@Georgia Southern It has been accepted for inclusion in Georgia International Conference on Information Literacy by an authorized administrator of Digital Commons@Georgia Southern For more information, please contact digitalcommons@georgiasouthern.edu Henri Mondschein, M.L.S., Ed.D mondsche@callutheran.edu California Lutheran University August 23, 2013  Explain the difference between indirect and direct (authentic) assessment  Apply ACRL standards & learning outcomes  Create a “quick write” exercise to assess learning “The systematic collection of data and information across courses, programs and the institution, as an integral part of teaching and learning used to help both, and an essential component of a college’s mission.” Morante, 2003 Student Perceptions of learning Self-assessments Focus groups Graduation rates Products of Student Learning Portfolios Signature assignments Capstone projects Quick write  Problem-solving exercise  Newly-acquired skills  10 minutes  Blackboard, SurveyMonkey, Qualtrics  ACRL standard(s)/ SLOs  Scoring rubric  Scores gauge success of IL sessions Outcomes • What you want students to do? Curriculum Pedagogy Assessment Criteria Adapted from Kenney (2008) • What the students need to know? • What is the learning activity? • How will the students demonstrate the learning? • How will I know how the students performed? • Find three scholarly articles on topic • How to use Academic Search Premier • Short intro to database • Teams researching topics • Team debriefings • Presentations • Worksheet • Citations •Quick writes • Scoring rubric Program Reviews Department chairs Subject liaisons Curriculum Maps/Collection Development Integrate IL into courses Library resources Assessment Quick writes/quizzes SLO data for Educational Effectiveness Department Student learning outcomes (SLOs)/Competencies Curriculum maps Assessment instruments Scoring rubrics Courses Competen cies SLOs Instruction Assess ment • Identify key courses for integrating information literacy • Determine IL competencies for each course • Align ACRL standards/campus SLOs with competencies • Review syllabi & course assignments • Create lesson plans • Create quick writes, quizzes, exercises & scoring rubrics Problemsolving exercise 10 minutes Scoring rubric Quick Write ACRL standards SLOs BB Qualtics Survey Monkey Psychology Quick Write: http://bit.ly/KXFN7b Rubistar: www http://rubistar.4teachers.org/ 3 4 Learning Gaps  Quick writes & quizzes are snapshots  Assess students over time  Create quick writes/quiz items bank  Embed quiz items in course exams  Focus on -2 SLOs  Calibrate scoring of rubrics  Determine best usage of rubric data  Integrate direct evidence of information literacy into program reviews  Differentiate levels of information literacy (freshman, graduate, etc.) Avery, E F (2003) Assessing student learning outcomes for information literacy instruction in academic institutions Chicago: Association of College and Research Libraries Gilchrist, D., & Oakleaf, M (2012, April) An essential partner: The librarian’s role in student learning assessment (NILOA Occasional Paper No.14) Urbana, IL: University for Illinois and Indiana University, National Institute for Learning Outcomes Assessment Grassian, E S., & Kaplowitz, J R (2009) Information literacy instruction: Theory and practice New York: Neal-Schuman Publishers Hernon, P., & Dugan, R E (2002) Outcomes assessment in your library Chicago: American Library Association Kenney, B (2008) Revitalizing the one-shot instruction session using problem-based learning Reference & User Services Quarterly, 47(4), 386-91 Retrieved from Library Lit & Inf Full Text database Morante, E A., & College of the Desert, Palm Springs, CA (2003) A handbook on outcomes assessment for two year colleges For full text: http://www.losmedanos.net/groups/research/assessmenthandbook.pdf Oakleaf, M (2011) Are they learning? Are we? Learning outcomes and the academic library Library Quarterly, 81(1), 61-82 Oakleaf, M (2009) The information literacy instruction assessment cycle: A guide for increasing student learning and improving librarian instructional skills Journal Of Documentation, 65(4), 539-560 Rubric Assessment of Information Literacy Skills (RAILS) http:www.railsontrack.info Stevens, D D., & Levi, A (2005) Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning Sterling, Va: Stylus Pub  ... students to do? Curriculum Pedagogy Assessment Criteria Adapted from Kenney (2008) • What the students need to know? • What is the learning activity? • How will the students demonstrate the learning? ... mondsche@callutheran.edu California Lutheran University August 23, 2013  Explain the difference between indirect and direct (authentic) assessment  Apply ACRL standards & learning outcomes  Create a ? ?quick. .. mission.” Morante, 2003 Student Perceptions of learning Self-assessments Focus groups Graduation rates Products of Student Learning Portfolios Signature assignments Capstone projects Quick write  Problem-solving