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![Increase student learning!
Strengthen instruction program!
Facilitate non-traditional learning styles!
Align with Libraries’ Strategic Plan!
Goal 3: Establish the UL as a campus partner in teaching […]!
Goal 6: Engage in assessments that […] assist the UL in meeting
the evolving needs of library users.!
Improve teaching practices
Photo Credit: ffaalumni via Compfight cc
A Few More Reasons . . .](https://image.slidesharecdn.com/assessmentcycle-140701162637-phpapp01/75/Completing-the-Assessment-Cycle-5-2048.jpg)
Uploaded byMelissa Mallon
Completing the Assessment Cycle
This document outlines the assessment cycle for library instruction programs. It discusses gathering data to increase student learning, strengthen instruction programs, and align with strategic goals. Tips are provided for getting faculty buy-in, conducting assessments during and after class sessions, interpreting and reporting data, modifying outcomes, reflecting on the process, communicating results to faculty, and guidelines for ongoing reporting and improvement. The goal is to continually assess, evaluate, revise and improve instruction.
In this document
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Overview of the assessment cycle for library instruction and its importance in enhancing student learning.
Explains why gathering data is crucial for library instruction programs and outlines learning outcomes.
Highlights goals such as increasing student learning, aligning with strategic plans, and improving teaching practices.
Offers tips for engaging faculty in assessment discussions and connecting assessment to teaching practices.
Discusses strategies like workshops and authentic assessments to enhance student skills outside of class.
Focuses on how to report and adjust teaching based on data collected during assessments.
Encourages reflection on learning outcomes and adjustments needed for teaching effectiveness.
Guidelines for reporting assessment results clearly to faculty and demonstrating their impact.
Outlines the procedure for reporting assessment activities and maintaining teaching records.
The continuous cycle of planning, delivering, assessing, and revising in teaching for better outcomes.
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Completing the Assessment Cycle
- 1. Completing the AssessmentCycle Melissa Mallon Wichita State University Libraries Assessment Symposium
- 2. Assessment Cycle Oakleaf, M.(2009). The information literacy instruction assessment cycle: A guide for increasing student learning and improving librarian instructional skills. Journal of Documentation, 65(4): 539-560.
- 3.
- 4. Library Instruction Program LearningOutcomes http://libresources.wichita.edu/libraryinstructionassessment
- 5. Increase student learning! Strengtheninstruction program! Facilitate non-traditional learning styles! Align with Libraries’ Strategic Plan! Goal 3: Establish the UL as a campus partner in teaching […]! Goal 6: Engage in assessments that […] assist the UL in meeting the evolving needs of library users.! Improve teaching practices Photo Credit: ffaalumni via Compfight cc A Few More Reasons . . .
- 6. Tips for FacultyBuy-In Start discussions when planning class! Show examples! Highlight applicability to particular assignment/research skill! Connect to programatic assessment! Stress teaching transferable skills! Use tech & offer to administer / grade assessment
- 7. Non-Class Strategies Reference &Other Service Point Interactions! Have students demonstrate technique taught (e.g. searching)! Make link to skills required for class or future library use! Encourage return visits Training! Start with needs assessment! Incorporate authentic assessment ! Workshops! Many similar strategies! Send follow-up assessment of real-life context
- 8. Photo Credit: kevindooley via Compfight cc Interpreting & Reporting Data
- 9. On the FlyAdjustments Build in “muddiest point” or “minute paper” techniques early in the session! Be ready to scrap a lesson and change course! Come prepared with ideas for alternate activities! Collect student email address to provide feedback after class Image Source
- 10. Modification of Outcomes Towhat extent has the learning outcome(s) been achieved?! What needs refined? ! learning outcomes! in-class activities! type of assessment / data collection method
- 11. Reflecting on theProcess Make note of observations! Recognize and overcome your blind spots! Don’t be afraid to adjust teaching style! What would make the process easier for you? the students?! What do you need to be successful?Photo Credit: kevin dooley via Compfight cc
- 12. Communicating with Faculty Beclear & concise! Compare to results of assignments! Demonstrate impact! Focus on outcomes! Report on post-class communication! Ask for feedbackImage Source
- 13. Guidelines for Reporting AssessmentActivities Consult with Melissa if you are planning a summative assessment (e.g. pre- and post- test)! Report activities on LI Stats Form! Add handouts, question sets, & lesson plans to Library Teaching Toolkit! Record assessment results on the form
- 14. Photo Credit: bryanwintermutevia Compfight cc You’re never really done . . .
- 15. Grassian and Kaplowitz(2001). “We plan. We develop. We deliver. We assess and evaluate the results of the assessment. We revise, deliver the revised material, and assess and evaluate again … continually striving for perfection contributes to keeping both our instruction fresh and our interest in teaching piqued.”
- 16. Photo Credit: AvardWoolaver via Compfight cc