loex 2016 recap
TRANSCRIPT
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
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
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