Type of Presentation
Workshop (1 hour and 15 minutes)
Target Audience
Higher Education
Location
Room 212
Proposal
Faced with the challenge of unifying consolidated library instruction programs with varying missions Georgia State University Library formed the Library Instruction Outcomes and Assessment Working Group (LIOAWG). Tasked with developing standard learning outcomes and leading the implementation of a common instruction program targeting first year students, the working group developed a sandbox of assessment activities, each mapped to a specific learning outcome.
In this workshop, participants will work to develop performative learning outcome aligned assessments that can be modified to meet varying levels of information literacy competency. Working in small groups, participants will be assigned a specific learning outcome, then work together to design an informal or formal assessment activity. Groups will then discuss how their assessment activity addresses their learning outcome and what information literacy competency level it meets. Presenters will then facilitate discussion on how the assessments can be modified for scaffolding instruction and on general challenges and opportunities of assessment.
Timeframe:
15 min – Presenter introductions. Background and charge of the LIOAWG.
40 min – Activity – 1) Overview of LIOAWG assessment activity sandbox, 2) Break participants into groups, assign learning outcome, and allow time to develop aligned assessment activity, 3) Identify the information literacy competency level of the assessment and discuss how it could be modified for students at varying levels in their academic careers.
15 min – Wrap up – Discuss the challenges of incorporating assessment into library instruction and future directions.
Presentation Description
This workshop will share the post-consolidation experience of Georgia State University Library's work to develop a unified first year instruction program. The workshop will allow participants to develop their own assessments that align to specific learning outcomes, and it will also provide an opportunity for discussion of how to modify these assessments to meet varying levels of information literacy competency, along with the challenges and opportunities associated with incorporating assessment into the classroom.
Keywords
Assessment Higher Education Student Learning
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Doster-Greenleaf, Karen, "Sharpening Your Aim: Building an Instructional Assessment Toolkit" (2018). Georgia International Conference on Information Literacy. 93.
https://digitalcommons.georgiasouthern.edu/gaintlit/2018/2018/93
Sharpening Your Aim: Building an Instructional Assessment Toolkit
Room 212
Faced with the challenge of unifying consolidated library instruction programs with varying missions Georgia State University Library formed the Library Instruction Outcomes and Assessment Working Group (LIOAWG). Tasked with developing standard learning outcomes and leading the implementation of a common instruction program targeting first year students, the working group developed a sandbox of assessment activities, each mapped to a specific learning outcome.
In this workshop, participants will work to develop performative learning outcome aligned assessments that can be modified to meet varying levels of information literacy competency. Working in small groups, participants will be assigned a specific learning outcome, then work together to design an informal or formal assessment activity. Groups will then discuss how their assessment activity addresses their learning outcome and what information literacy competency level it meets. Presenters will then facilitate discussion on how the assessments can be modified for scaffolding instruction and on general challenges and opportunities of assessment.
Timeframe:
15 min – Presenter introductions. Background and charge of the LIOAWG.
40 min – Activity – 1) Overview of LIOAWG assessment activity sandbox, 2) Break participants into groups, assign learning outcome, and allow time to develop aligned assessment activity, 3) Identify the information literacy competency level of the assessment and discuss how it could be modified for students at varying levels in their academic careers.
15 min – Wrap up – Discuss the challenges of incorporating assessment into library instruction and future directions.
