By Carolyn Radcliff, Mary L. Jensen, Joseph A. Salem Jr., Kenneth J. Burhanna, Julie A. Gedeon
Details literacy review applies to a few contexts within the greater schooling enviornment: institutional curricula, details literacy courses, details literacy classes, course-integrated details literacy guideline, and stand-alone details literacy workshops and on-line tutorials. This functional advisor presents an outline of the evaluate method: making plans; choice and improvement of instruments; and research and reporting of knowledge. An assessment-decision chart is helping readers fit applicable overview instruments and techniques with studying results and tutorial settings. review instruments, equipped by way of kind, are followed via case reviews. numerous details literacy criteria are referenced, with emphasis given to ACRL's info Literacy Competency criteria for better schooling.
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Extra info for A Practical Guide to Information Literacy Assessment for Academic Librarians
Searle, 1999, p. 28) Answering these questions will provide you with a good foundation from which to choose the assessment technique that will provide you with the best answers to your questions. EXAMPLES OF CLASSROOM ASSESSMENT TECHNIQUES Classroom assessment techniques come in all sizes and shapes. As mentioned previously, some CATs work very effectively within the time constraints under which librarians do instruction. Four of those CATs (Minute Paper/Muddiest Point, One Sentence Summary, Defining Features Matrix, and Directed Paraphrasing) are described here and if you are new to classroom assessment, you might want to start with one of them.
Both sources give context, explain the process, and offer examples, though not for library or information literacy instruction. Gronlund’s work in particular provides detailed, valuable guidance in a clear and approachable style. It is aimed at K-12 practitioners but much is applicable to the higher education environment. Another approach to writing learning objectives was introduced by Heinich and his colleagues in their work, Instructional Media and Technologies for Learning (Heinich, Molenda, Russell, and Smaldino, 2002).
14 GETTING STARTED Formative assessment Formative ϭ in process; progress along the way; developmental. Examples: Classroom assessment techniques; in-class exercises; reflections on the process of learning. Formative assessment can be conducted while students are learning in order to gauge what they are learning. It can provide valuable feedback that can be used to improve instruction. Summative assessment Summative ϭ the final result; adding pieces of information together to get a sum. Examples: Final exams; surveys at the end of courses; exit surveys as students graduate; reflective components of portfolios summarizing the value of a project.
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