Don’t Stop Thinking about Assessment: Ongoing Evaluation of Course-Integrated Assessment
Type of Presentation
Individual paper/presentation
Type of Presentation
Poster Session (45 minutes)
Conference Strand
Ethics in Information
Target Audience
Higher Education
Location
Lobby
Relevance
N/A
Proposal
This poster will share the path taken to introduce student learning assessment into course-integrated information literacy sessions at one academic library. Four years of continuous evaluation of this initiative has revealed both successes and unexpected missteps. The plan remains in flux in order to respond to these findings, allowing for adjustments to the design, administration, interpretation, and reporting processes of the assessments.
The presenter will share 1) strategies used to educate teaching librarians about authentic assessment and to promote sharing of assessment ideas and results, including an ongoing series of professional development workshops; 2) collaborative design and redesign of assessments that require students to engage in high-level critical thinking; 3) the use of assessment results to shape teaching librarians’ individual instructional goals, as well as programmatic goals; 4) examples of lessons learned throughout the process; 5) applications of this type of assessment in settings other than course-integrated information literacy instruction.
Attendees may be particularly interested in problems that were encountered while attempting to create a culture of assessment within this instruction program. The poster will share specific examples, such as: hesitation among teaching librarians to adopt classroom assessment; discontent with reporting processes for annual evaluation; maintaining focus on assessment that matters, rather than assessment just for the sake of assessment; and, avoiding the creation of a culture of “hoops and hurdles.” The poster will illustrate ways that these issues were addressed and future plans for course-integrated assessment within the program.
Short Description
The ambitious task of creating culture of assessments within academic libraries calls for flexible plans and ongoing evaluation. Learn about one academic library's program-level initiative to incorporate authentic student learning assessments into course-integrated information literacy sessions. The poster will highlight implementation strategies, administrative procedures, and reporting processes from the last four years. Applications of this type of assessment in settings other than course-integrated information literacy instruction will be suggested.
Keywords
library instruction, assessment, student learning, organizational change
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Carter, Toni, "Don’t Stop Thinking about Assessment: Ongoing
Evaluation of Course-Integrated Assessment" (2014). Georgia International Conference on Information Literacy. 61.
https://digitalcommons.georgiasouthern.edu/gaintlit/2014/2014/61
Don’t Stop Thinking about Assessment: Ongoing Evaluation of Course-Integrated Assessment
Lobby
This poster will share the path taken to introduce student learning assessment into course-integrated information literacy sessions at one academic library. Four years of continuous evaluation of this initiative has revealed both successes and unexpected missteps. The plan remains in flux in order to respond to these findings, allowing for adjustments to the design, administration, interpretation, and reporting processes of the assessments.
The presenter will share 1) strategies used to educate teaching librarians about authentic assessment and to promote sharing of assessment ideas and results, including an ongoing series of professional development workshops; 2) collaborative design and redesign of assessments that require students to engage in high-level critical thinking; 3) the use of assessment results to shape teaching librarians’ individual instructional goals, as well as programmatic goals; 4) examples of lessons learned throughout the process; 5) applications of this type of assessment in settings other than course-integrated information literacy instruction.
Attendees may be particularly interested in problems that were encountered while attempting to create a culture of assessment within this instruction program. The poster will share specific examples, such as: hesitation among teaching librarians to adopt classroom assessment; discontent with reporting processes for annual evaluation; maintaining focus on assessment that matters, rather than assessment just for the sake of assessment; and, avoiding the creation of a culture of “hoops and hurdles.” The poster will illustrate ways that these issues were addressed and future plans for course-integrated assessment within the program.
