but what did they learn? what classroom assessment can tell you about student learning catherine...
TRANSCRIPT
But what did they learn?What classroom assessment can tell
you about student learning
Catherine PellegrinoSaint Mary’s College, Notre Dame,
Indiana
ACRL e-Learning WebcastJuly 19, 2011
This presentation is licensed under a Creative Commons Attribution-Noncommercial 3.0 license (BY-NC).
You are welcome to share and/or adapt it for any noncommercial use, as long as you credit the author (Catherine Pellegrino).
For more information, please see http://creativecommons.org/licenses/by-nc/3.0/us/
Course Evaluations
Sample Evaluation
Strongly agree Agree
Neutral
Disagree
Strongly Disagree
The librarian was prepared for the session.The librarian was organized.The librarian included time to practice the skills that were introduced.The librarian explained and demonstrated search strategies that were relevant to my research needs.The librarian was knowledgeable and responsive to questions.The handout was helpful.Rate the overall value of the session.
Assessment Tools
Minute Paper
• One useful thing you learned• One thing you’re still confused about
What you can learn from evaluations
Sample Evaluation
Strongly agree Agree Neutral Disagree
Strongly Disagree
The librarian was prepared for the session.
The librarian was organized.
The librarian included time to practice the skills that were introduced.
The librarian explained and demonstrated search strategies that were relevant to my research needs.
The librarian was knowledgeable and responsive to questions.
The handout was helpful.
Rate the overall value of the session.
• The librarian was prepared for the session– Average response: 4.5– Average response: 1.5
Strongly agree = 5 Agree = 4
Neutral = 3Disagree = 2
Strongly Disagree = 1
• The librarian included time to practice the skills that were introduced.
• The librarian explained and demonstrated search strategies that were relevant to my research needs.– Average response: 1.5
Strongly agree = 5 Agree = 4
Neutral = 3Disagree = 2
Strongly Disagree = 1
• The handout was helpful.– Average response: 1.5
Strongly agree = 5 Agree = 4
Neutral = 3Disagree = 2
Strongly Disagree = 1
• Rate the overall value of the library instruction session.– Agree? Strongly disagree?–What now?
Strongly agree = 5 Agree = 4
Neutral = 3Disagree = 2
Strongly Disagree = 1
What you can learn from minute papers
“One thing I’m confused about”
• Finding a periodical can sometimes be hard.
• I’m still confused on where to find the article if it’s still in the library.
• I’m still confused about where to find certain articles.
“One useful thing I learned”
• The “find text” flowchart is really helpful.
“One useful thing I learned”
• I learned that you can do the whole search with more in mind such as, problem-based learning and middle school science.
“One thing I’m still confused about”
• I am still confused on how to write an end note. Maybe next time you could write out an example.
You can’t please everyone…
• The information about encyclopedias was great, but I already knew about databases.
• The information about databases was great, but I already knew about encyclopedias.
Head-scratchers:
• Did good.
Head-scratchers:
• Did good.• Why are there different styles of
citations?
Head-scratchers:
• Did good.• Why are there different styles of
citations?• I found the company profiles website
very interested and useless for future research.
Sharing Results With Faculty
• Evidence of students’ confusion• Evidence of students’ lack of
experience• Opening to follow up with class
Choose Your Own Webcast
A. A different classroom assessment tool
B. Getting other librarians on boardC. Scalability and sustainability
Focused Listing
• Ask students to list ideas relating to a central “focus idea” from the class.
Getting Librarians On Board
Getting Librarians On Board
• Lead by example.• Talk it up.• Get their ideas.• You don’t have to call it
“assessment.”
Scalability and Sustainability
• Use an online form:– Survey Monkey– Google Docs / Google Forms
• Use selective sampling; gradually build up data over time.
• Use content-analysis tools.
You may want to write this down:
• Presentation web site:– spurioustuples.net/ACRLwebcast– Includes slides, bibliography, additional
assessment tools, etc.
• Your own minute papers:– www3.saintmarys.edu/library/minute-
paper– One useful thing you learned; one thing
you still have questions about.
Photo Credits
• Scantron form: “070305” by Flickr user COCOEN daily photos, http://www.flickr.com/photos/cocoen/411960476/
• Faculty portrait: “Seabury Faculty” by Flickr user A K M Adam, http://www.flickr.com/photos/akma/17470091/