1. Source Code: Simple Tool to Help Assess and Improve Student Research Writing Dale Vidmar Information Literacy and Instruction Librarian Southern Oregon University vidmar@sou.edu http://webpages.sou.edu/~vidmar/institute2014/vidmar.pptx Instructional Institute 2014 Southern Oregon University Ashland, Oregon September 24, 2014

2. Learning Outcomes: Participants will be able to: Analyze citations included in papers to determine students’ ability to find and evaluate information sources. Analyze citations included in papers to determine students’ ability to find and evaluate information sources. Evaluate the quality of discipline appropriate and relevant sources cited to support student research. Evaluate the quality of discipline appropriate and relevant sources cited to support student research. Synthesize information gathered from references to draw conclusions about instructional and program effectiveness. Synthesize information gathered from references to draw conclusions about instructional and program effectiveness.

3. Institutional Assessment Direct Program Effectiveness Accountability/Comparability Student Achievement Learning/Improvement Indirect Student Work/Performance Surveys Informal observation Interviews Course evaluations Self-assessment Student Perceptions Exams Papers Presentations Projects Portfolios Accreditation Program Review Effectiveness Efficiency Standardized Embedded CATs Work samples (Capstones) Artifacts – Papers, Presentations, etc. CLA NSSE LibQual

5. 1) Align Learning Outcomes Foundational Goals – integrated throughout the curriculum from first-year to graduation. Communication – written and oral Communication – written and oral Critical thinking Critical thinking Information literacy Information literacy

6. 1) Align Learning Outcomes Foundational Goals – integrated throughout the curriculum from first-year to graduation. Communication – written and oral Communication – written and oral Critical thinking Critical thinking Information literacy Information literacy

7. 2) Assess What is Valued For example: Multiple choice tests are a better measurement of factual knowledge. Multiple choice tests are a better measurement of factual knowledge. Performance tasks are a more effective measurement of procedural skills and higher order thinking. Performance tasks are a more effective measurement of procedural skills and higher order thinking.

8. 3) Keep it Simple Do not try to assess everything all the time. Do not try to assess everything all the time. Assessment done well can become an all-encompassing job for people with a full-time job already. Assessment done well can become an all-encompassing job for people with a full-time job already. Be flexible and listen to others. Be flexible and listen to others. Synchronize assessments to function at more than one level. Synchronize assessments to function at more than one level.

9. 4) Make It Relevant Assess actual student work— embedded assessments. Assess actual student work— embedded assessments. Assess work samples in which students have a vested interest in completing to the best of their ability. Assess work samples in which students have a vested interest in completing to the best of their ability.

10. Source Code: A Simple Tool Citation Analysis – measure students ability to access and evaluate information through an analysis of the cited references used in a research paper or project such as a capstone paper.

11. Source Code: A Simple Tool Rubric designed to review sources without reviewing how those sources are used within the body of the paper. Reviewers will have the first page of the paper in order to see the topic, thesis statement, and purpose.

12. Let’s Give it a Try Form a group of three or four. Form a group of three or four. Individually read over the first page of the paper and the list of references. Individually read over the first page of the paper and the list of references. Use the rubric to evaluate the list of references. Use the rubric to evaluate the list of references. Mark a score from 1 to 4 on the scoring sheet for each of the six proficiencies. Mark a score from 1 to 4 on the scoring sheet for each of the six proficiencies. You will have six scores for each paper. You will have six scores for each paper. As a group, discuss your scores to achieve a concensus scores. As a group, discuss your scores to achieve a concensus scores.

13. Source Code: What do the sample references/citations say about student learning— information literacy outcomes?

14. Source Code: What conclusions could we draw about the student learning and/or our teaching based on the student work samples? Were the samples what we expect? Can we do better?How?

15. Questions/Comments?

16. Source Code: Simple Tool to Help Assess and Improve Student Research Writing Dale Vidmar Information Literacy and Instruction Librarian Southern Oregon University vidmar@sou.edu http://webpages.sou.edu/~vidmar/institute2014/vidmar.pptx Instructional Institute 2014 Southern Oregon University Ashland, Oregon September 24, 2014