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Classroom Assessment Techniques for Librarians
Melissa Bowles-Terry and Cassandra Kvenild for ACRL
Item Number: 978-0-8389-8775-9
 
Publisher: ACRL
Price: $36.00
 
 
 
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140 pages
6” x 9”
Softcover
ISBN-13: 978-0-8389-8775-9
Year Published: 2015
AP Categories: P
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.
Table of Contents

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

About the Authors

Melissa Bowles-Terry is Head of Educational Initiatives at UNLV Libraries.

Cassandra Kvenild is Head, Learning Resource Center at the University of Wyoming Libraries.
Reviews

”The structure is easy to follow and may make incorporating these techniques into practice less intimidating for librarians."
— Journal of Academic Librarianship

“[A]ny librarian who regularly teaches library instruction to students and aims to improve student learning and their own teaching can benefit from looking through this book. Classroom Assessment Techniques for Librarians makes assessment approachable.”
— Serials Review
 
 

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