loex 2016 recap

LOEX 2016 Recap

Liz Johns

Library Orientation Exchange → Premier Conference for Teaching Librarians

Themes

★Assessment★Teaching with

Technology★Information

Literacy

Authentic Assessment

Assessment v. EvaluationAssessmentThe systematic collection of data to monitor the success of a program or course in achieving [objectives] for students.”

Tangible evidence of what students have learned.

EvaluationA judgment by the instructor or educational researcher about whether the program or instruction has met its [objectives].”

Checks if the teaching was effective.

Traditional v. Authentic AssessmentTraditionalCurriculum drives the assessment

Selecting responses

Contrived

Recall/recognition

Teacher-structured

Indirect evidence

Discourages teaching to the test

AuthenticAssessment drives the curriculum

Performing a task

Real-life

Construction/application

Student-structured

Direct evidence

Encourages teaching to the test

Authentic assessment activities:Include real-life scenarios or applicationsTransferable skills and skills that lead to lifelong learningRequire problem solvingEngage critical thinkingCreate collaborative learning environments

Formative Assessment

Monitors student learning by providing ongoing feedback that can be used by instructors to improve their teaching, and by students to improve their learning.

Summative Assessment Measure “student learning at

the end of an instructional unit by comparing it against some standard or benchmark”

Authentic formative

assessments

Reflective writingStudent demosConcept mapsSelf or peer

evaluations

Technology & Assessment

Teaching with Tech

Best Practices

Set clear expectationsCreate dummy

accounts for students to use

Practice

Tools Used at LOEX

Padlet

Google Forms

Poll Everywhere

Kahoot!

Socrative

Game Based Learning

New Tools

Flip QuizKahoot!Stencyl

Useful ToolsTech eval worksheetAssessment reflection

formLearning outcomes

eval form

Workshop Materialsmelissamallon.com/presentations/loex2016

formativeassess.weebly.com/

Assessment Remix

Assessment should be...

ImmediateActionableCapturable

What to do with

Assessment

Immediate reflectionEvaluate evidencePost-reflection

Kirkpatrick Model

kirkpatrickpartners.com/OurPhilosophy/TheKirkpatrickModel

Kirkpatrick Model: Four levels

1. Reaction: How satisfied are the learners?

2. Learning: Have they learned anything?

3. Behavior: Can they apply what is learned?

4. Results: How does this benefit the larger organization?

Problem Based Learning

Problem-based learning + Motivational design = transferable skills

Problem-Based LearningComplex problems (no single correct answer)

Self-directed, instructor is the facilitator/guide only

Realistic scenarios

Motivational Design: ARCS

AttentionRelevanceConfidenceSatisfaction

Workshop Materialslibguides.colorado.edu/remix

Critical Information Literacy

Information Literacy

The set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.

Critical Information

Literacy Aims to understand how libraries participate in systems of oppression and find ways for libraries and students to act upon these systems.Anti-racist, anti-sexist, anti-

homophobic, anti-ableist

How to incorporate critical ILStudents come with an assignment to which they can immediately

apply new concepts and skills.

Students talk to and learn from each other, rather than the instructor. The more they talk, the more they learn.

Group work and exploration, critiquing each other's work and ideas. Reporting out to the group for class sharing, learning, and critiquing.

Information Literacy and Social JusticeLua Gregory2013catalyst.library.jhu.edu/catalog/bib_5703839

Session Materialsloexconference.org/sessions.html#McGinniss

Conference Materials

loexconference.org/sessions.html

Liz’s Session Materials

loexconference.org/sessions.html#Johns