Classroom Assessment Techniques for Librarians—eEditions e-book

Acknowledgements

Classroom Assessment for Librarians: An Introduction

• Assessment of Learning
• Classroom Assessment Defined
• Need for Classroom Assessment in the Library
• Learning Outcomes and Classroom Assessment
• The Assessment Cycle
• Getting Started with Classroom Assessment Techniques
• Plan
• Do It!
• Respond
• Analyzing the Information Collected through CATs
• Tips    
• How to Use This Book
• Notes

Chapter 1: Assessing Prior Knowledge and Understanding

• Why Assess Prior Knowledge and Understanding?
• Background Knowledge Check
• When to Use a Background Knowledge Check
• Variations
• Example in the First-Year Experience
• Example with an Online Education Graduate Course
• Example from a Workshop on Finding Data and Statistical Sources
• How to Score a Background Knowledge Check
• What to Do with Results
• Preconception Check
• When to Use a Preconception Check
• Example about the Value of Information
• Example about the Information Cycle
• Example about the Way Information Sources Are Organized
• How to Score a Preconception Check
• What to Do with Results
• Focused Listing
• When to Use Focused Listing
• Example for Faceted Search
• Example for Scholarly Articles
• Example for Evaluating a Source for Use
• How to Score Focused Listing
• What to Do with Results
• Minute Paper
• When to Use a Minute Paper
• Variations
• Example for Advanced Nursing Students
• Example from Finding Full-Text Results
• Example from a Multi-day Workshop
• How to Score a Minute Paper
• What to Do with Results
• The Muddiest Point
• When to Use the Muddiest Point
• Variations
• Example in a History Class
• Example with an Online Family and Consumer Sciences Class
• Example from a Credit-Bearing Library Class
• How to Score the Muddiest Point
• What to Do with Results
• Notes

Chapter 2: Assessing Skill in Analysis and Critical Thinking

• Why Assess Analytical Skills and Critical Thinking?
• Categorizing Grid
• When to Use a Categorizing Grid
• Variations
• Example for a First-Year Seminar Class
• Example for an Online Class
• Example for Choosing a Database
• How to Score a Categorizing Grid
• What to Do with Results
• Content, Form, and Function Outline
• When to Use a Content, Form, and Function Outline
• Example from an Introduction to Research Class Session
• Example from a One-Shot Library Session for First-Year Students
• Example from a Film and Literature Class
• How to Score a Content, Form, and Function Outline
• What to Do with Results
• Pro and Con Grid
• When to Use a Pro and Con Grid
• Variations
• Example in a One-Shot Library Research Session
• Example from a Semester-long Information Literacy Course
• Example from a Professional Program with an Embedded Librarian
• How to Score a Pro and Con Grid
• What to Do with Results
• Think-Pair-Share
• When to Use Think-Pair-Share
• Variations
• Example in a Graduate Educational Studies Course
• Example in a Freshman Composition Course
• Example in an Undergraduate Business Course
• How to Score Think-Pair-Share
• What to Do with Results
• Defining Features Matrix
• When to Use a Defining Features Matrix
• Variations
• Example with Acceptable Sources for a Research Paper
• Example with Primary and Secondary Sources in a History Class
• Example Comparing Various Citation Management Tools in a Workshop
• How to Score a Defining Features Matrix
• What to Do with Results
• Notes

Chapter 3: Assessing Skill in Synthesis and Creative Thinking

• Why Assess Skill in Synthesis and Creative Thinking?
• One-Sentence Summary
• When to Use a One-Sentence Summary
• Sample One-Sentence Summary
• Example on "Authority Is Constructed and Contextual"
• Example on "Information Creation as a Process"
• Example on "Information Has Value"
• Example on "Research as Inquiry"
• Example on "Scholarship Is a Conversation"
• Example on "Searching Is Strategic"
• How to Score a One-Sentence Summary
• What to Do with Results
• Concept Maps
• When to Use a Concept Map
• Example for First-Year Experience Library Research Course
• Example for First-Year Writing Course
• Example for an Upper-Division Course
• Variation
• How to Score a Concept Map
• What to Do with Results
• Invented Dialogues
• When to Use Invented Dialogues
• Example on Popular versus Scholarly Articles
• Example on Authority as Contextual and Constructed
• Example on Evaluating a Source for Relevance and Utility
• How to Score an Invented Dialogue
• What to Do with Results
• Notes

Chapter 4: Assessing Skill in Application

• Why Assess Skill in Application?
• Directed Paraphrasing
• When to Use Directed Paraphrasing
• Example in the First-Year Experience
• Examples in a Research-Intensive Undergraduate Course
• Example from a Literature Course
• Example from a Workshop for Teaching Librarians
• How to Score Directed Paraphrasing
• What to Do with Results
• Transfer and Apply
• When to Use Transfer and Apply
• Example When Embedded in an Online Course
• Example from a Workshop on Citation Management Systems
• Example from a First-Year Composition Course
• How to Score Transfer and Apply
• What to Do with Results
• 3-2-1
• When to Use 3-2-1
• Variations
• Example from a Freshman Composition Instruction Session
• Example from a Class Field Trip to the Archives
• Example after a Library Tutorial
• How to Score 3-2-1
• What to Do with Results
• Class Modeling
• When to Use Class Modeling
• Example with Boolean Operators
• Example with Information-Seeking Behaviors
• Example Using a Bloom Ball
• How to Score Class Modeling
• What to Do with Results
• Notes

Chapter 5: Assessing Attitudes and Self-Awareness

• Why Assess Attitudes and Self-Awareness?
• Opinion Polls
• When to Use an Opinion Poll
• Example in a First-Year Political Science Course
• Example in an Online Course
• Example in a Credit-Bearing Library Research Course
• How to Score Opinion Polls
• What to Do with Results
• Self-Confidence Surveys
• When to Use a Self-Confidence Survey
• Example from a First-Year Engineering Class
• Example from an Online Class
• Example from a One-Shot Instruction Class
• How to Score a Self-Confidence Survey
• What to Do with Results
• Goal Ranking and Matching
• When to Use Goal Ranking and Matching
• Example for a Workshop
• Example in an Online Course
• How to Score Goal Ranking and Matching
• What to Do with Results
• Research Logs
• When to Use Research Logs
• Example from a Credit-Bearing Course
• Example from an Online Course with an Embedded Librarian
• Example from a One-Shot Workshop with Senior-Level Students in Literature
• How to Score a Research Log
• What to Do with Results
• Notes

Chapter 6: Assessing Learner Reactions

• Why Assess Learning Reactions?
• Chain Notes
• When to Use Chain Notes
• How to Use Chain Notes
• Example in a Large Lecture Class
• Example in a Hands-on Computer Classroom
• Example in a Credit-Bearing Course
• How to Score Chain Notes
• What to Do with Results
• Classroom Assessment Quality Circles
• When to Use Classroom Assessment Quality Circles
• Example in a Credit-Bearing Library Course
• Example for a Library Instruction Program
• What to Do with Results
• RSQC2: Recall, Summarize, Question, Connect, and Comment
• When to Use RSQC2
• Example RSQC2 for a Library Instruction Program
• Example in a Credit-Bearing Library Course
• How to Score RSQC2
• What to Do with Results
• Notes

Conclusion

• Transparency
• Collaboration
• Evidence-Based Practice

Appendices

Appendix 1: Learning Outcomes

• What Is a Learning Outcome?
• Why Use Learning Outcomes?
• How to Write a Learning Outcome
• Notes

Appendix 2: Rubrics

• What Is a Rubric?
• Why Use Rubrics?
• How to Create a Rubric
• Notes
• Suggested Reading
• Assessment
• Instructional Design
• Library Instruction
• Learning Theory
• Standards