2. In-class Assessments Liza Weisbrod Auburn University Music Library Association March 1, 2013

3. Today’s Agenda Definitions Why assess? Examples Questions/Discussion

4. What are in-class assessments? Activities completed in class to give feedback to students and instructors Activities that measure skills as they are forming “Designed to inform teachers what students are learning in the classroom and how well they are learning it” Based on learning outcomes

5. What’s so great about in-class assessments? Immediate feedback Flexible Low-stress (for you and students) Adaptable to different technologies

6. Why use in-class assessments? Discover what students already know Uncover misunderstandings or gaps in knowledge Gauge how well students can apply knowledge Reinforce concepts and learning Improve teaching ▫What am I trying to teach? ▫Have the students learned what I am teaching? ▫How can I help students learn better?

7. Designing assessments What do you want the student to be able to do? What does the student need to know in order to do this well? What activities will facilitate student learning? How will I know the student has done this well? How will the student demonstrate the learning? Adapted from Gilchrist and Zald, “Instruction & Program Design Through Assessment.”

9. a)G minor symphony, no. 40 b)Symphony no. 40 in G minor, K. 550 c)Sinfonie Nr. 40 g-moll K. 550 d)Mozart’s G minor Symphony e)All of the above f)None of the above

10. Pre-Class Assessments What do students know when they come to class? Where should the instructor begin? What should the instructor review? When class begins— Ask a question that can be answered in 2-3 sentences and 2-3 minutes How do you renew a book? Explain how to find the full text of an article How do you select keywords for a search? How do you find articles? Clickers Online forms Index cards

11. During Class

12. Learning Outcomes Information Literacy Competency Standards for Higher Education (ACRL) and Information Literacy Instructional Objectives for Undergraduate Music Students (Bibliographic Instruction Subcommittee, MLA)

13. Keyword Worksheets Appropriate keyword choices? Appropriate synonyms and related terms? Realistic and narrow topic choice? ACRL Outcome 2.2.b,“Identifies keywords, synonyms and related terms for the information needed.”

14. While students fill out the sheet, the librarian and class instructor answer questions and review students’ work ‘Carbonless’ carbon paper allows us to keep a copy of students’ work

17. Evaluating Resources Divide the class into groups Give each group a resource to review Music Index, RILM, etc. Groves Library catalog IMSLP Wikipedia(!)…. Specific questions about each database ACRL outcome 2.1.c.1, “Investigates the scope, content, and organization of music information retrieval systems…”

18. Citations Label elements of citation Put parts in order Works well in pairs Smith, Catherine Parsons. “William Grant Still in Ohio (1911-1919).” 22, no. 2 (Summer 2004): American Music 203–230 Citation Puzzle Smith, Catherine Parsons. “William Grant Still in Ohio (1911-1919).” American Music 22, no. 2 (Summer 2004): 203–230. ACRL outcome 2.5.c.1, “Identifies citation elements for writings about music, musical scores, sound recordings, videos, and electronic resources.”

19.  a)Newspaper article b)Scholarly article c)Book d)Recording e)Not sure Smith, Catherine Parsons. “William Grant Still in Ohio (1911-1919).” American Music 22, no. 2 (Summer 2004): 203–230.

20. Call Numbers Familiarization with call numbers Practice searching the catalog Works well with groups ACRL outcome 2.3.b, “Uses various classification schemes and other systems (e.g., call number systems or indexes) to locate information resources within the library….”

21. Leave this on the screen while students are working

22. Putting it All Together Works well with groups Emphasizes— A good keyword search can find scores, recordings, books, articles… Music searching is not always straightforward! If one search doesn’t work, try another! ACRL outcome 2.2.d.1, “Articulates the particular value of keyword searching in music research, particularly as it relates to finding music published in score and recording anthologies.”

23. Wrapping it Up

24. At the End of Class Reinforce learning Did the students learn what I was teaching? Do I need to review or reemphasize any concepts?

25. Ask a Question… Ask a question that can be answered in 2-3 sentences and 2-3 minutes Review in class or follow up with instructor ▫Clickers ▫Online forms ▫3x5 cards

26. Minute Paper Ask students 1-3 questions that can be answered in a minute or two ▫List three things you learned in class today ▫Based on what you have learned today, list one thing you will do differently in your library research ▫What is the most important thing you learned today?

27. Directed Paraphrasing Students paraphrase a concept in clear and understandable language How would you tell your roommate to do this? ▫How do you select keywords for a search? ▫How do you access the full-text of an article?

28. Application Cards How would students apply what they have learned? ▫Write down at least one way in which you can use what you have learned today

29. The Muddiest Point What do students understand and what is still unclear? ▫Tell me two things you learned, one thing you are still unclear about ▫What is one thing you are unclear about?

30. Learned how to search Don’t know how to find full text of the articles

32. Questions? Thank you!! Liza Weisbrod weisbel@auburn.edu

33. Resources Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. 2nd ed. The Jossey-Bass Higher and Adult Education Series. San Francisco: Jossey-Bass Publishers, 1993. Information Literacy Competency Standards for Higher Education. Association of College & Research Libraries, 2000; http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf.http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf Carter, Toni M. “Use What You Have: Authentic Assessment of In-class Activities.” Reference Services Review 41, no. 1 (Date online 15/1/2013). Carter, Toni, and Juliet Rumble. “LibGuides. Student Learning Assessment. Quick SLAs.” http://libguides.auburn.edu/studentlearningassessment http://libguides.auburn.edu/studentlearningassessment Cary, Paul, and Laurie J. Sampsel. “Information Literacy Instructional Objectives for Undergraduate Music Students.” Notes 62, no. 3 (2006): 663–679. doi:10.1353/not.2006.0008. Geary, Gregg S. “Creating Information Literacy Instruction for Undergraduates in the Music Library.” In Music Library Instruction, edited by Deborah Campana. MLA Basic Manual Series no. 3. Lanham, Md: Scarecrow Press, 2004. Gilchrist, Debra, and Anne Zald. “Instruction & Program Design through Assessment.” In Information Literacy Instruction Handbook, edited by Christopher N. Cox and Elizabeth Blakesley Lindsay, 164–192. Chicago: Association of College and Research Libraries, 2008.