Classroom Assessment Techniques for Librarians—eEditions e-book

The download link for this product can be found on the final confirmation screen after you complete your purchase, and may also be accessed from your Account Profile. For more information about ALA eEditions file types and how to view them on eReaders, desktop computers, and other devices, see this page.

ALA Member

$32.40

Price

$36.00

Item Number

8400-7759

Published

2015

Publisher

ACRL

Pages

140

Format

eBook

You don't need to be an ALA Member to purchase from the ALA Store, but you'll be asked to create an online account/profile during the checkout to proceed. This Web Account is for both Members and non-Members.

If you are Tax-Exempt, please verify that your account is currently set up as exempt before placing your order, as our new fulfillment center will need current documentation. Learn how to verify here.

More Ordering Information

Description
Table of Contents
About the authors
Reviews

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

Minute Paper

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

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

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

Minute Paper

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

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

Melissa Bowles-Terry

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

Cassandra Kvenild

Cassandra Kvenild is Distance Learning Librarian and Kaijsa Calkins is English Reference and Instruction Librarian at the University of Wyoming. Both are graduates of the University of Washington iSchool. They have written and presented about their embedded projects at national and international conferences, and are planning a second book on embedded librarianship. Cass's other research interests include assessment of library services to distance learners and technological innovations in online library services. Kaijsa's other research focuses on college student reading, with additional interest in information literacy learning and assessment, and social media in learning.

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

Also of Interest:

Classroom Assessment Techniques for Librarians

Embedded Librarians: Moving Beyond One-Shot Instruction--eEditions e-book

Embedded Librarians: Moving Beyond One-Shot Instruction

The Embedded Librarian's Cookbook

Using Qualitative Methods in Action Research: How Librarians Can Get to the Why of Data--eEditions e-book

Transforming Information Literacy Programs: Intersecting Frontiers of Self, Library Culture, and Campus Community (ACRL Publications in Librarianship No. 64)--eEditions e-book

Past or Portal? Enhancing Undergraduate Learning through Special Collections and Archives--eEditions e-book

Snapshots of Reality: A Practical Guide to Formative Assessment in Library Instruction--eEditions e-book

Classroom Assessment Techniques for Librarians—eEditions e-book

Primary tabs

Melissa Bowles-Terry

Cassandra Kvenild