Classroom assessment techniques for librarians

Classroom assessment techniques for librarians

Melissa Bowles-Terry and Cassandra Kvenild.

Bowles-Terry, Melissa, author

Chicago, Illinois : Association of College and Research Libraries, a division of the American Library Association, 2015.

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Information & Library Science Library

Call Number: ZA3075 .B69 2015

Status: Available

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Call Number: ZA3075 .B69 2015

Status: Available

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Authors, etc.

Names:

Bowles-Terry, Melissa, author
Kvenild, Cassandra, author

Acknowledgments p. ix
Classroom Assessment for Librarians: An Introduction p. xi
Assessment of Learning p. xi
Classroom Assessment Defined p. xi
Need for Classroom Assessment in the Library p. xiii
Learning Outcomes and Classroom Assessment p. xiii
The Assessment Cycle p. xvi
Getting Started with Classroom Assessment Techniques p. xviii
Plan
Do It!
Respond
Analyzing the Information Collected through CATs p. xix
Tips p. xx
How to Use This Book p. xxi
Notes p. xxii
Chapter 1 Assessing Prior Knowledge and Understanding p. 1
Why Assess Prior Knowledge and Understanding? p. 1
Background Knowledge Check p. 2
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 p. 7
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 p. 11
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 p. 13
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 p. 17
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 p. 20
Chapter 2 Assessing Skill in Analysis and Critical Thinking p. 21
Why Assess Analytical Skills and Critical Thinking? p. 21
Categorizing Grid p. 22
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 p. 26
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 p. 29
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 p. 32
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 p. 35
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 p. 36
Chapter 3 Assessing Skill in Synthesis and Creative Thinking p. 37
Why Assess Skill in Synthesis and Creative Thinking? p. 39
One-Sentence Summary p. 40
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 p. 47
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 p. 54
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 p. 56
Chapter 4 Assessing Skill in Application p. 59
Why Assess Skill in Application? p. 59
Directed Paraphrasing p. 60
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 p. 64
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 p. 66
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 p. 70
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 p. 73
Chapter 5 Assessing Attitudes and Self-Awareness p. 75
Why Assess Attitudes and Self-Awareness? p. 75
Opinion Polls p. 77
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 p. 81
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 p. 85
When to Use Goal Ranking and Matching
Variation
Example for a Workshop
Example in an Online Course
How to Score Goal Ranking and Matching
What to Do with Results
Research Logs p. 87
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 p. 89
Chapter 6 Assessing Learner Reactions p. 91
Why Assess Learning Reactions? p. 91
Chain Notes p. 92
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 p. 96
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 p. 98
When to Use RSQC2
Example RSQC2 for a Library Instruction Program
Example in a Credit-Bearing Library Course
Hew to Score RSQC2
What to Do with Results
Notes p. 103
Conclusion p. 105
Transparency p. 105
Collaboration p. 105
Evidence-Based Practice p. 106
Appendices p. 107
Appendix 1 Learning Outcomes p. 107
What Is a teaming Outcome?
Why Use Learning Outcomes?
How to Write a Learning Outcome
Notes
Appendix 2 Rubrics p. 113
What Is a Rubric?
Why Use Rubrics?
How to Create a Rubric
Notes
Suggested Reading p. 117
Assessment p. 117
Instructional Design p. 117
Library Instruction p. 118
Learning Theory p. 118
Standards p. 118

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Classroom assessment techniques for librarians

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