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Don’t Use a Hammer When You Need a Screwdriver: How to Use the Right Tools to Create Assessment That Matters
Imagine: You have been asked to teach a one-shot library workshop in a credit course. (N.B.: For the purposes of this article, we will refer to time spent with learners as “workshops”; they could involve a stand-alone session, multi-part sessions, or one part of an ongoing credit class.) You are unlikely to have access to student work after the workshop is over, but you would like to know how well the workshop went and what students learned. What would you do? Many of us use some kind of assessment tool and compare the answers against our stated learning outcomes for the workshop.
There are numerous tools to determine if we have been successful and if students have learned something useful. The list includes surveys; pre- and post-tests; the “one-minute paper” (Cross, 1998; Grassian, 2001); student reflections; worksheets; “fist-to-five” or “give me five” (Fisher, 2007); short questions and answers; analysis of student bibliographies; and more. These forms of assessment are popular, they are quick, and we use them because we hope they prove that students are better prepared to complete an assignment after seeing us than they were before our session. While all of these tools are used with the noblest of intentions, we want to be clear about what they can realistically tell us about what actually happened during our instruction session. We believe that meaningful assessment of student learning, the kind that shows changes in information-seeking behavior, is nearly impossible to do in a one-shot workshop. We cannot teach every skill a student needs in one session, nor expect to quantify that the session changed how students do their research. Instead, we should focus our efforts on evaluating what is possible in a single workshop.
This article provides a framework to help you assess one-shot instruction sessions. First, we explain the ABCD Model for writing learning outcomes (LOs). If each of your LOs incorporates most of these elements, you will find that they help to clarify the content of your instruction sessions and the questions that you will want to ask students at the end of your session.

Once you have developed clear outcomes that incorporate the elements described in the ABCD Model, you should consider how best to determine whether students have met them. We suggest employing the four-part Kirkpatrick Model to guide these assessment decisions. Although the Kirkpatrick model was developed and widely used in private industry for decades, it is applicable to library instruction because it helps clarify what can be evaluated and assessed given the time and resources at your disposal.
It is impossible for instructors to change students’ research behavior after one interaction with them. You will learn more about what students learned, and what they thought about the class, if you use the instructional design models presented here. It is important to have reasonable expectations of what you can evaluate or assess, and then to focus on developing methods that provide that data. We hope this article will help you create assessment that matters by choosing the right tools to provide specific feedback.
assessment  instruction  infolit  impact 
12 days ago by mfgaede
Peergrade - engaging student peer review
Learn by giving feedback! Peergrade is a free online platform to facilitate peer feedback sessions with students.
assessment  feedback  online  peer  students  edtech  elearning  gradeless  onlinelearning  studentservices 
25 days ago by jedmihev
The Problem With “Measure” – Teachers Going Gradeless
"Measurement requires a standard unit, a recognized standard that can be objectively applied in a context. I can measure my bike ride to school in units of length. If I share that measurement with my colleague who also bikes to school, we can objectively determine who travels the greatest distance each day. What isn’t measurable is the peace that twenty minute ride brings to my day.

When it comes to measurement, learning fits into the same category as love, pain, anger, joy, and peace of mind. Learning can’t be objectively measured. There is no standard unit of measurement to apply to learning. A skill can be demonstrated, progress can be noted, understanding can be communicated and shared, but technically this evidence of learning isn’t measurable."
measurement  assessment  teaching  learning  unschooling  deschooling  grades  grading  scotthazeu  2017  objectivity  subjectivity  skills  standardization  standards  understanding  love  pain  anger  joy  peaceofmind  emotions 
27 days ago by robertogreco
Twitter
" should help faculty make somewhat better-informed decisions about their teaching, not infallible decis…
Assessment  from twitter_favs
29 days ago by bonni208

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