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Henri Mondschein California Lutheran University January 7, 2010

“Let’s be Direct about Assessment:” Making the Leap from Indirect Data to Direct Evidence of Student Learning. Henri Mondschein California Lutheran University January 7, 2010. Objectives. Explain the difference between indirect and direct assessment Construct a curriculum map

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Henri Mondschein California Lutheran University January 7, 2010

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  1. “Let’s be Direct about Assessment:” Making the Leap from Indirect Data to Direct Evidence of Student Learning Henri Mondschein California Lutheran University January 7, 2010

  2. Objectives • Explain the difference between indirect and direct assessment • Construct a curriculum map • Apply ACRL standards & learning outcomes • Create a “quick write” exercise to assess learning

  3. What is Assessment? “The systematic collection of data and information across courses, programs and the institution, as an integral part of teaching and learning used to help both, and an essential component of a college’s mission.” Morante, 2003

  4. Indirect vs. Direct Assessment

  5. Planning for Direct Assessment • Find three scholarly articles on topic • How to use Academic Search Premier • Short intro to database • Teams researching topics • Team debriefings • How will the students demonstrate the learning? • Presentations • Worksheet • Citations • Quick writes • How will I know how the students performed? • Scoring rubric Adapted from Kenney (2008)

  6. IL Assessment at CLU

  7. IL Assessment Tool Kit

  8. Creating the Curriculum Map

  9. Curriculum Map: Graduate Psychology Program

  10. Direct Assessment: Quick Write

  11. Quick Write:Graduate Psychology Course

  12. Quick Write Scoring Rubric Rubistar: www. http://rubistar.4teachers.org/

  13. Quick Write on Skylight Survey Interactive Psychology Quick Write Quiz/Exercise : http://tinyurl.com/28ugcpa

  14. Quick Write Responses & Scores 2 3 1 3 4 4 1

  15. International MBA Workshop • International students • Quarterly series • 1 unit workshops American Classroom Research & Writing Critical & Creative Thinking

  16. IMBA Workshop Quiz Questions on Blackboard

  17. IMBA Workshop Challenges Unique Issues Solutions • Language barriers • Learning styles • Plagiarism • Anxiety • Time • Identify clear learning outcomes • Enunciate carefully • Give precise instructions • Use emphasis in instructions • Give examples of plagiarism • Allow extra time for quizzes, in-class exercises • Provide opportunities for collaboration • Appointments/office hours

  18. Some Considerations • Quick writes & quizzes are snapshots • Assess students over time • Create quiz items bank • Embed quiz items in course exams • Don’t try to assess every session

  19. Assessment can be Exciting!

  20. References & Recommended Readings Avery, E. F. (2003). Assessing student learning outcomes for information literacy instruction in academic institutions. Chicago: Association of College and Research Libraries. Grassian, E. S., & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and practice. New York: Neal-Schuman Publishers. Hernon, P., & Dugan, R. E. (2002). Outcomes assessment in your library. Chicago: American Library Association. Kenney, B. (2008). Revitalizing the one-shot instruction session using problem-based learning. Reference & User Services Quarterly, 47(4), 386-91. Retrieved from Library Lit & Inf Full Text database. Morante, E. A., & College of the Desert, P. A. (2003). A handbook on outcomes assessment for two year colleges. Retrieved from EBSCOhost. Stevens, D. D., & Levi, A. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, Va: Stylus Pub.

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