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The authors share 24 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.
This practical guide provides an overview of the assessment process: planning; selection and development of tools; and analysis and reporting of data. Various information literacy standards are referenced, with emphasis given to ACRL's Information Literacy Competency Standards for Higher Education. (Product Description)
The chapters in this volume assume that classroom-based assessment does not have to take away from invaluable instruction time, nor does it have to be some overwhelmingly complicated task. Formative assessments are "bite-sized" assessments that help the librarian get a snapshot of the students' level of understanding in relation to the learning target(s).
Decide what you want to learn from a classroom assessment and how the feedback you receive will be useful to you (clear understanding of purpose and expected outcomes).
Select a classroom assessment technique that provides this feedback, is consistent with your teaching style, and can be easily implemented in your class.
Consider modifications to the basic procedures for your purpose/environment (e.g. individual vs. group, anonymous vs. for‐credit).
Articulate directions, test to assure clarity and allow for revisions.
Allocate sufficient class time
Explain the purpose of the activity to students
After class, review the results as soon as possible.
Sort and analyze the data to look for any patterns (What is the most common response? How common is it? What suspicions were confirmed? What did you not already know?)
For the most part, student responses will probably sort easily into a few general categories.
Close the Feedback Loop:
Decide what changes, if any, to make in your teaching
Share at least some part of the information you learned with your students know what you learned from the assessment and acknowledge by addressing an issue raised by them, or how you plan to adapt your instruction. (what information? when? written or verbal? What did you expect? What did you not expect? How will this activity affect their experience as learners in the classroom?)