Classroom assessment techniques for librarians /

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Bibliographic Details
Author / Creator:	Bowles-Terry, Melissa, author.
Imprint:	Chicago, Illinois : Association of College and Research Libraries, a division of the American Library Association, 2015.
Description:	xxii, 118 pages : illustrations ; 23 cm
Language:	English
Subject:	Information literacy -- Study and teaching (Higher) -- Evaluation. Information literacy -- Ability testing. Library orientation for college students -- Evaluation. Library orientation for college students -- Evaluation.
Format:	Print Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/10447574

Hidden Bibliographic Details
Other authors / contributors:	Kvenild, Cassandra, author.
ISBN:	0838987753 9780838987759
Notes:	Includes bibliographical references (pages 117-118).
Summary:	"Classroom Assessment Techniques for Librarians provides the tools librarians need to quickly and meaningfully assess student knowledge in the classroom. The authors, Melissa Bowles-Terry and Cassandra Kvenild, share 24 tried and true assessment tools, along with library-specific examples, to help librarians assess students' ability to recall, analyze, and apply new knowledge. The assessment tools in this book actively engage students by asking them to think, write, and reflect. Librarians can use results of these assessments as a starting point to define and measure information literacy learning outcomes as well as to improve their teaching skills and instructional design. This collection of assessment techniques can be adapted to multiple learning environments, including traditional one-shot library instruction, online instruction, and for-credit courses. This book is essential for academic libraries, and will prove useful to school libraries with strong information literacy programs, as well as library and information school collections". --Publisher.

Table of Contents:

Acknowledgments
Do It!
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"
Respond
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
Analyzing the Information Collected through CATs
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?
Tips
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
How to Use This Book
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
Notes
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
Chapter 1. Assessing Prior Knowledge and Understanding
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
Why Assess Prior Knowledge and Understanding?
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
Variation
Background Knowledge Check
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
When to Use a Background Knowledge Check
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
Classroom Assessment for Librarians: An Introduction
Variations
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 the First-Year Experience
Example in a Credit-Bearing Library Course
Hew to Score RSQC2
What to Do with Results
Notes
Conclusion
Transparency
Collaboration
Evidence-Based Practice
Appendices
Appendix 1. Learning Outcomes
Example with an Online Education Graduate Course
What Is a teaming 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
Example from a Workshop on Finding Data and Statistical Sources
Assessment
Instructional Design
Library Instruction
Learning Theory
Standards
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
Assessment of Learning
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
Classroom Assessment Defined
Minute Paper
When to Use a Minute Paper
Variations
Example for Advanced Nursing Students
Example from Finding Full-Text Results
Example from a Multiday Workshop
How to Score a Minute Paper
What to Do with Results
The Muddiest Point
When to Use the Muddiest Point
Need for Classroom Assessment in the Library
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
Learning Outcomes and Classroom Assessment
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
The Assessment Cycle
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
Getting Started with Classroom Assessment Techniques
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
Plan
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

Classroom assessment techniques for librarians /

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