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Assessment of Information Skills
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There is more teaching going on around here than learning and you ought to do something about that. Graduating Senior King’s College, 1968
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Assessment A systematic ongoing process of setting goals or asking questions, gathering information, interpreting it, and using it to improve student learning. Barbara D. Wright
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Why not use grades? “A grade is an inadequate report of an inaccurate judgment by a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite material.” Bill Boyle & Tom Christie Issues in Setting Standards Falmer Press, 1996
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Grades may reflect many things besides mastery of course objectives: Verbal ability ParticipationCooperation Extra credit AttendanceEffort Criterion Performance vs. Value Added Myths regarding student evaluations
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Pay me now or Pay me later
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Align your Outcomes Institutional outcomes Program outcomes Course outcomes Class outcomes
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Dimensions of Assessment Formative - Process Feedback for improvement Feedback for improvement Corrective & diagnostic Corrective & diagnostic Summative – Evaluative Judgmental Judgmental Decisional Decisional
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Dimensions of Assessment An individual A cohort A class A course A program An institution
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Quantitative Data Numerical Statistically reliable Structured techniques Objective Assumes static reality Usually can be generalized Allows for comparison and correlation Looks for facts and causes
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Qualitative Data Not numerical Provides “richness” Allows for ambiguities Structured or semi-structured Written, verbal, visual, etc Often subjective Can be exploratory Assumes dynamic reality Looks for motivations and points of view
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AssumptionsVs.Assessment
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Assessment Enhance student learning and institutional effectiveness Student learning rather than faculty evaluation Assess the process, rather than the outcome, for the purpose of improving the outcome
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Measure What Matters Measure what matters, NOT what is measurable Because what you measure becomes what you focus on
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Assessment Knowing what you are doing Knowing why you are doing it Knowing what students are learning as a result Changing because of the information Debra Gilchrist
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Indirect Evidence of Student Learning Surveys, self-reports & journals Focus groups & interviews Alumni & employer surveys Percent of students entering graduate or professional schools
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Limitations of Indirect Measures Provide data on factors that predict or mediate learning DO NOT evaluate learning per se DO NOT NECESSARILY imply that value- added learning has or has not occurred (e.g., enthusiasm or lack of interest may be caused by factors not related to the course) Oswald Ratteray
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Direct Evidence of Student Learning Student assignments Standardized tests Course embedded assessments Portfolios of students’ work Capstone experiences Student performances & exhibits Other observations of student behavior
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Direct Evidence of Student Learning Rubrics & exemplars Concept maps Juried/peer review of student projects Performance on a case study or problem Locally devised tests Commercially produced tests & exams
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Limitations of Direct Measures Indicate: WHAT students learned WHAT students learned HOW MUCH they learned HOW MUCH they learned What they DID NOT learn What they DID NOT learn DO NOT indicate: WHY students learn or did not learn WHY students learn or did not learn DO NOT necessarily indicate: Whether VALUE-ADDED learning occurred Whether VALUE-ADDED learning occurred Oswald Ratteray
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Develop Rubrics to Assess Work: Levels of achievement Criteria that distinguish good work from poor work Descriptions of criteria at each level of achievement Peggy Maki
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Basic Rubric Grid Format Title Scale Level 1 Scale Level 2 Scale Level 3 Dimension 1 Dimension 2 Dimension 3 Dimension 4 Task Description
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Why use a Rubric? Examine complex work efficiently Clarifies faculty expectations Communicates expectations Improves students’ work Criterion-referenced grades rather than normative-referenced Facilitates course or program assessment
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Examples
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Portfolios Teaching portfolio Documents teaching over time Documents teaching over time Course portfolio Reflection & review of a single course Reflection & review of a single course Student portfolio Highlights student learning Highlights student learning
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Portfolio Elements Course design, philosophy, rationale Implementation Results Reflection
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Portfolio Elements Focus on the match between assessment & course goals Use existing assessments & data, when possible Include a variety of evidence types Be purposeful when selecting evidence about learning
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Assessment is not about us, it is about student learning. it is about student learning.
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Assessment is like scotch, it is an acquired taste.
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Questions?
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Seniors’ Information Skills by Standard : Mean Scores/Percentage Correct - Fall 2004* GroupN Composite Scores Std 1 Std 2 Std 3 Std 4 Std 5 14257.3260.5656.6260.0058.4550.99 A2250.3652.7357.2752.73 43.64 b 45.45 B3856.0058.9549.4757.3761.5852.63 C2157.5255.2454.2961.90 65.71 a 50.48 D1558.6765.3357.3366.6753.3350.67 E 26 2660.3163.0865.3860.0062.31 50.77 50.77 F1161.0969.0956.3663.6460.0056.36 G964.0073.3364.4468.8960.0053.33 ab Refers to comparisons within column where the MEAN scores of group a are significantly (P<.05) higher than the MEAN scores of group b. *Please note that in some cases the small group size and number of questions per standard may preclude more meaningful statistical comparisons.
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Seniors’ Information Skills by Standard : Mean Scores/Percentage Correct -Fall 2004* GroupN Composite Scores KnowledgeApplication Seniors14257.3261.8053.20 A2250.36 50.76 b 50.76 b50.00 B3856.0058.5553.64 C2157.5261.1154.21 D1558.6767.7850.26 E2660.31 66.67 a 66.67 a54.44 F1161.0968.1854.55 G964.00 72.22 a 72.22 a56.41 ab Refers to comparisons within column where the MEAN scores of group a are significantly (P<.05) higher than the MEAN scores of group b. *Please note that in some cases the small group size and number of questions per standard may preclude more meaningful statistical comparisons.
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Information Skill of Seniors & Graduate Students from Three Northeast, Pennsylvania Colleges by Standard: Mean Scores/Percentage - Fall 2004 * CollegeN Composite Scores Std1Std2Std3Std4Std5 38857.2261.2454.5455.3158.0456.96 1 (Srs) 14257.3260.5656.6260.0058.45 50.99 b 2 (Grads) 2956.2863.4548.2847.5957.24 64.83 a 3 (Srs) 21757.2761.3854.0153.2757.88 59.82 a ab Refers to comparisons within column where the MEAN scores of group a are significantly (P<.05) higher than the MEAN scores of group b. *Please note that in some cases the small group size and number of questions per standard may preclude more meaningful statistical comparisons.
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Information Skill of Seniors & Graduate Students from Three Northeast, Pennsylvania Colleges by Standard : Mean Scores/Percentage - Fall 2004* CollegeN Composite Scores KnowledgeApplication 38857.2258.9355.63 1 (Srs) 14257.3261.8053.20 2 (Grads) 2956.2857.1855.44 3 (Srs) 21757.2757.3057.25 ab Refers to comparisons within column where the MEAN scores of group a are significantly (P<.05) higher than the MEAN scores of group b. *Please note that in some cases the small group size and number of questions per standard may preclude more meaningful statistical comparisons.
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Five Stages of Assessment (from Elisabeth Kubler-Ross) 1. Denial n “No, not me” 2. Anger or resentment n “Why me?” 3. Bargaining n “Yes, me, but…” 4. Depression n “Yes, me” 5. Acceptance
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