Type of Presentation
Workshop (1 hour and 15 minutes)
Target Audience
Higher Education
Location
Room 1005
Proposal
The ACRL Framework presents librarians with the opportunity to develop a deeper, more effective learning environment that encourages students to go beyond simply achieving the gold star. Measuring students’ mastery of threshold concepts for information literacy instruction presents a challenge to our assessment and accreditation-driven culture. Learn how librarians can use targeted student learning outcomes to develop innovative assessment initiatives to overcome the “making the grade” mindset, which can be an obstacle for both one-shot and for-credit information literacy instruction.
In this workshop, presenters will provide a brief overview of their institution’s for-credit research skills course, identify some of the unique challenges of working with adult learners in an online learning environment, demonstrate how assessments and feedback have been used to target this type of learner, and share long-term course improvement ideas. Presenters will then guide participants in applying these same assessment and feedback practices to one-shot, scaffolded, and for-credit instruction scenarios.
Participants in the workshop will be able to identify and design three types of learning assessments and use collaboration and interactive learning tools to carry out the assessments. Assessments in library instruction serve as a way for instructors to identify and overcome barriers to student learning and give students agency to apply threshold concepts and research skills to other courses. Constructive feedback plays a significant role in the success of formative assessment. Participants will learn and practice strategies for providing dynamic feedback for students’ improvement in multiple types of assessment and instruction delivery methods.
Workshop Schedule
0 - 5 - Overview of Session
10 - 20 - Kahoot poll - lead in to active learning assessments
20 - 30 - Introduce 3 types of IL assessments
- Participants will participate in an active learning activity where they will identify and categorize a variety of IL assessments into the 3 assessment categories.
30 - 45 - Assessment Development Activities
- Participants will practice transforming static assessments into active learning assessment that are supported by the Framework.
45 - 55 - Introduction to Formative Feedback & Carol Dweck's "The Grade of Not Yet"
55 - 1:05 - Practice Constructive Feedback Actives
- Using specific assignment scenarios, participants will apply constructive feedback strategies that impact student learning.
1:05 - 1:15 - Wrap up with Circle/Square/Delta reflection activity (What are you still thinking about, what squares with your thinking, what changes might you make to your instruction practice)
Short Description
The Framework seeks to develop deeper learning by encouraging students to go beyond achieving the “gold star”. Overcoming the “making the grade” mindset is a challenge for all types of IL instruction. In this workshop, learn how to design three types of assessments, use active learning to challenge students’ critical thinking, and practice strategies for providing dynamic feedback.
Keywords
ACRL Framework, Formative Assessment, Feedback, Threshold Concept, Active Learning, Effective learning, Online learning, Assessment, Learning barriers, Library instruction
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Bishop, Natalie and Mabry, Holly, "Shooting down the Gold Star: Using the Power of Feedback and Assessment to Draw Students through the Threshold" (2016). Georgia International Conference on Information Literacy. 6.
https://digitalcommons.georgiasouthern.edu/gaintlit/2016/2016/6
Shooting down the Gold Star: Using the Power of Feedback and Assessment to Draw Students through the Threshold
Room 1005
The ACRL Framework presents librarians with the opportunity to develop a deeper, more effective learning environment that encourages students to go beyond simply achieving the gold star. Measuring students’ mastery of threshold concepts for information literacy instruction presents a challenge to our assessment and accreditation-driven culture. Learn how librarians can use targeted student learning outcomes to develop innovative assessment initiatives to overcome the “making the grade” mindset, which can be an obstacle for both one-shot and for-credit information literacy instruction.
In this workshop, presenters will provide a brief overview of their institution’s for-credit research skills course, identify some of the unique challenges of working with adult learners in an online learning environment, demonstrate how assessments and feedback have been used to target this type of learner, and share long-term course improvement ideas. Presenters will then guide participants in applying these same assessment and feedback practices to one-shot, scaffolded, and for-credit instruction scenarios.
Participants in the workshop will be able to identify and design three types of learning assessments and use collaboration and interactive learning tools to carry out the assessments. Assessments in library instruction serve as a way for instructors to identify and overcome barriers to student learning and give students agency to apply threshold concepts and research skills to other courses. Constructive feedback plays a significant role in the success of formative assessment. Participants will learn and practice strategies for providing dynamic feedback for students’ improvement in multiple types of assessment and instruction delivery methods.
Workshop Schedule
0 - 5 - Overview of Session
10 - 20 - Kahoot poll - lead in to active learning assessments
20 - 30 - Introduce 3 types of IL assessments
- Participants will participate in an active learning activity where they will identify and categorize a variety of IL assessments into the 3 assessment categories.
30 - 45 - Assessment Development Activities
- Participants will practice transforming static assessments into active learning assessment that are supported by the Framework.
45 - 55 - Introduction to Formative Feedback & Carol Dweck's "The Grade of Not Yet"
55 - 1:05 - Practice Constructive Feedback Actives
- Using specific assignment scenarios, participants will apply constructive feedback strategies that impact student learning.
1:05 - 1:15 - Wrap up with Circle/Square/Delta reflection activity (What are you still thinking about, what squares with your thinking, what changes might you make to your instruction practice)
