2011 virginia library association conference
DESCRIPTION
"Using Quick Classroom Assessment Methods to Generate Meaningful Data from One-Shot Instruction Sessions." In retrospect, probably should have titled this something along the lines of "Using Rubric-based Assessment in One-Shot Instructions Sessions."TRANSCRIPT
Laura W. Gariepy Virginia Commonwealth University
Using Quick Assessment Methods to Generate Meaningful Data from One-Shot Instruction Sessions
Laura W. Gariepy Virginia Commonwealth University
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A little about the classes I teach…
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Overview • Developed exercise(s) to assess student
learning based on specific learning outcomes
• Developed analytic rubrics to assess student responses (Wiggins, 1998)
• Administered exercises to students before, during, or after classes
• Assessed student responses (ongoing)
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Why this approach? • Authentic assessment: assesses
artifacts of learning • Rubrics utilize descriptive criteria to
assess complex student answers in manageable chunks (Oakleaf, 2009)
• Mutually beneficial for students and for me
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Students experience
active learning
opportunity; we get the
information we’re after
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Plug: Megan Oakleaf and RAILS
• Assistant Professor at iSchool at Syracuse University
• Information Literacy Instruction and Assessment
• Founded Rubric Assessment of Information Literacy Skills (RAILS): www.railsontrack.info
• Suggested reading included in packet
Exercise One: Turning your Research Question into a Search
Strategy
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Students will be able to develop a topic-relevant search strategy related to a research
question in order to search library resources effectively.
Learning Outcome:
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Don’t strain your eyes! Refer to packet to read full rubric.
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Exercise Two: Topic Discipline Database Article
(TDDA)
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Students will be able to distinguish between multidisciplinary and discipline specific databases in
order to select most appropriate resources and maximize relevant
results.
Learning Outcome One:
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Students will be able to locate articles in library databases in order to
investigate and refine a research question.
Learning Outcome Two:
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Don’t strain your eyes! Refer to packet to read full rubric.
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The results are in! (Well, some of them).
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- Assessment complete for 10 sections of UNIV 200 (about half)
- 227 students had the opportunity to complete and turn in both exercises
- 176 (78%) turned in Search Strategy Exercise - 177 (78%) turned in TDDA Exercise
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- Average scores were significantly higher for TDDA than Search Strategy: - 60% avg score for Search Strategy
- 78% avg score for TDDA
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- Differences in exercises completed in class versus either before or after class:
- Big difference in percent of exercises completed
- Almost no difference in average scores
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- Search Strategy Exercise: In class vs. Outside of class - Percentage turned in:
- In class: 95% - Outside (before) class: 65%
- Differences in average scores: - In class: 61% - Outside (before) class: 60%
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- TDDA Exercise: In class vs. Outside of class - Percentage turned in:
- In class: 91% - Outside class (homework): 59%
- Differences in average scores: - In class: 78% - Outside class (homework): 76%
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- Problem Spots - Search Strategy Exercise:
- Criteria D: Truncation - Average score of only 21%
- TDDA Exercise: - Criteria C: Discipline-specific Databases - Average score of 61%
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Benefits
• Exercises encouraged student learning
• Rubrics are good for assessing complex answers as objectively as possible
• Flexible • Rich data
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Challenges:
• Time • Articulating
everything • May or may not
focus on retention
• In one-shots, you lose some of the advantages of rubrics
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Down the Road: Future Uses and Applications (for me and for you!)
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Classroom Assessment
+ Teaching / Learning
Questions? Questions?
Laura W. Gariepy [email protected]
(For references, visit
http://bit.ly/VLA2011gariepy)
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