1. Teaching to the Task Authentic Assessment And Information Literacy Dr. Rob Hallis Instructional Design Librarian Associate Professor of Library Services BME, BM, BA, MM, MLIS, Ph.D. University of Central Missouri

2. Informing the Conversation

3. Bridging the Divides

4. Bridging Academic Information

5. Bridging Academic Perspectives Student Prof

6. Biggest Obstacle

10. Authentic Assessment "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).Wiggins, 1993, p. 229 "Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).Stiggins, 1987, p. 34 Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/index.htm 10/31/2015 Wiggins, G. P. (1993). Assessing student performance. San Francisco: Jossey-Bass Publishers Stiggins, R. J. (1987). The design and development of performance assessments. Educational Measurement: Issues and Practice, 6, 33-42.

11. ACLR Information Literacy Standards Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one’s knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally http://www.ala.org/acrl/standards/informationliteracycompetency#ildef

12. ACRL Information Literacy Framework Investigate threshold concepts in your discipline and gain an understanding of the approach used in the Framework as it applies to the discipline you know. — What are the specialized information skills in your discipline that students should develop, such as using primary sources (history) or accessing and managing large data sets (science)? Look for workshops at your campus teaching and learning center on the flipped classroom and consider how such practices could be incorporated into your courses. — What information and research assignments can students do outside of class to arrive prepared to apply concepts and conduct collaborative projects? Partner with your IT department and librarians to develop new kinds of multimedia assignments for courses. — What kinds of workshops and other services should be available for students involved in multimedia design and production? Help students view themselves as information producers, individually and collaboratively. — In your program, how do students interact with, evaluate, produce, and share information in various formats and modes? Consider the knowledge practices and dispositions in each information literacy frame for possible integration into your own courses and academic program. — How might you and a librarian design learning experiences and assignments that will encourage students to assess their own attitudes, strengths/weaknesses, and knowledge gaps related to information? http://www.ala.org/acrl/standards/ilframeworkapps#suggestions

13. Critical Thinking Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. http://www.criticalthinking.org/pages/defining-critical-thinking/766

16. Personal Information Challenges for Students Limited experience Linking current Information to Scholarly Articles Building a context to structure scholarly information Reconciling contradictory information Critical Thinking Building a context Evaluating Information Integrating information https://www.flickr.com/photos/cambodia4kidsorg/358283629

17. Personal Information

18. Points of assessment Mechanics: Formatting Citation Critical Thinking Locating Information Evaluating Information Integrating Information Establishing a context Appropriately referencing

21. Commercial Conversations Challenges for Students Limited experience Linking current Information to Scholarly Articles Building a context to structure scholarly information Reconciling contradictory information Critical Thinking Building a context Evaluating Information Integrating information https://www.flickr.com/photos/mariettaga/6192647237

23. Points of assessment Mechanics: Formatting Citation Critical Thinking Locating Information Evaluating Information Integrating Information Establishing a context Appropriately referencing

24. Current Information

26. Finding Background Information Read an article about building collapse in Bangladesh Key Terms Bangladesh “garment factory” “American companies” Gap | “Children’s Place” Disaster \ Collapse

27. Current News Challenges for Students Limited experience Linking current Information to Scholarly Articles Building a context to structure scholarly information Reconciling contradictory information Critical Thinking Building a context Evaluating Information Integrating information

29. Points of assessment Mechanics: Formatting Citation Critical Thinking Locating Information Evaluating Information Integrating Information Establishing a context Appropriately referencing

32. Professional Conversations Challenges for Students Limited experience Unfamiliar with disciplines / professions Locating Professional Sites Employment information Critical Thinking Building a context Evaluating Information Integrating information

34. Points of assessment Mechanics: Formatting Citation Critical Thinking Locating Information Evaluating Information Integrating Information Establishing a context Appropriately referencing

39. Academic Information Challenges for Students Limited experience Linking current Information to Scholarly Articles Building a context to structure scholarly information Reconciling contradictory information Critical Thinking Building a context Evaluating Information Integrating information https://www.flickr.com/photos/hikingartist/6172356234

40. Points of assessment Mechanics: Formatting Citation Int3egrating Sources Critical Thinking Locating Information Evaluating Information Integrating Information Establishing a context Appropriately referencing

41. Common Challenges and Assessments across the conversations

42. Common Challenges Challenges for Students Limited experience Linking current Information to Scholarly Articles Building a context to structure scholarly information Reconciling contradictory information Critical Thinking Building a context Evaluating Information Integrating information

43. Common Points of Assessment Mechanics: Formatting Citation Integrating Sources Critical Thinking Locating Information Evaluating Information Integrating Information Establishing a context Appropriately referencing

45. Questions

46. CREDITS Created by Robert Hallis Design & Graphics Robert Hallis Screens from each vendor accurate as of 10/2014 THANK YOU